2024 Unity College Senior School (10-12) Course Guide

Introduction

Dear Students,

As you plan to commence, continue or finalise your senior years of schooling; it is important that you develop a good understanding of the many opportunities available to you once you leave secondary school.

Through a comprehensive range of courses, our aim is to prepare you for a variety of tertiary and vocational pathways, equipping you with skills to make a positive contribution to the community.

This 2024 Senior School Course Guide provides you with detailed information about the many subjects available to you at Unity College. There are a number of pathways for you through secondary school including:

+ A SACE pathway.

+ A Vocational Educational (VET) pathway embedded in the SACE Curriculum.

+ An apprenticeship pathway (school based).

As you prepare to select subjects and options for the coming year, it is recommended that you reflect on your current progress at school, and discuss your ideas about subjects and your long term ambitions with parents, relatives, subject teachers, Home Group teachers and relevant staff. Remember that you will be unable to undertake a subject if you have not met its assumed knowledge, and be aware that elective subjects will only be offered if there is a viable class size. Take some time to read carefully through the information provided and seek clarification if you are unsure of anything.

Pray for guidance, as God can be your support in planning your future.

Yours sincerely,

Mr Francois Pienaar, Principal

PRINCIPAL

Francois Pienaar fpienaar@unitycollege.sa.edu.au

HEAD OF SENIOR SCHOOL

Kirsty Raymond kraymond@unitycollege.sa.edu.au

SENIOR SCHOOL CURRICULUM & SACE COORDINATOR

Carlee Stewart cstewart@unitycollege.sa.edu.au

PASTORAL CARE LEADERS

Scott Crouch - Year 10 scrouch@unitycollege.sa.edu.au

Mat Philips - Year 11 mphilips@unitycollege.sa.edu.au

Erin Eckermann - Year 12 eeckermann@unitycollege.sa.edu.au

The Subject Selection Process

1. READ THIS GUIDE

2. GATHER INFORMATION ABOUT YOUR CAREER CHOICES AND ASSOCIATED TRAINING / STUDY REQUIRED

3. FUTURE DIRECTIONS EXPO

Wednesday 9 August 2023, 4pm - 7pm in the CommUnity Stadium

4. COMPLETE COURSE PLANNER

Aim high, but be realistic - don’t just go for the easy option!

5. WEB PREFERENCES

Submit subject selections on-line via Web Preference System

6. COURSE COUNSELLING INTERVIEW

Students must book to meet with a course counsellor to finalise preference. Parents are invited to phone in to be a part of this conversation.

7. SUBJECT ALLOCATIONS

Unity College endeavours to match subject choices. However, where timetabling clashes occur, some re-counselling may be necessary.

South Australian Certificate of Education

SACE is the South Australian Certificate of Education. It is awarded, generally at the end of Year 12 to students who successfully meet all the requirements. The SACE requires students to complete a minimum of 200 credits over three years (Year 10 - Year 12). Ten credits is equivalent to a one semester subject. A full year subject is therefore 20 credits. SACE Completion

Year 11 (Stage 1)

Year 12 (Stage 2)

In the compulsory

OTHER INFORMATION

+ For SACE, all subjects will be graded on a scale A to E in Years 10 and 11 and A+ to E- in Year 12 + The SACE Board has an extensive website at www.sace.sa.edu.au

SENIOR SCHOOL YEAR 10

FULL YEAR

+ Christian Studies

+ English

English or Essential English

+ Maths

General Mathematics, Essential Mathematics OR 10A Mathematics

+ Health & Physical Education

+ Exploring Identities & Futures (EIF)

+ Science

ONE (1) SEMESTER

+ History

ELECTIVE

ONE (1) SEMESTER

+ Dance (Stage 1)

+ Drama

+ Visual Arts: Art

+ Visual Arts: Design

+ Digital Technologies

+ Woodwork

+ Electronics

+ Metalwork

+ Food Technology

+ Specialist Sport

+ Geography

+ Agriculture

+ Outdoor Education (Stage 1)

ELECTIVE FULL YEAR

+ Music

+ German

+ Japanese

VET

+ Certificate III Fitness (Sem 2)

SENIOR SCHOOL YEAR 11 (STAGE 1)

FULL YEAR

+ Christian Studies

+ English

English, Essential English OR English Literary Studies

+ Maths

General Mathematics, Essential Mathematics or Mathematical Methods

+ Stage 2 Research Project

ELECTIVE ONE (1) SEMESTER

+ Dance

+ Drama

+ Visual Arts: Art

+ Visual Arts: Design

+ Integrated Learning

+ Business Innovation

+ Digital Technologies

+ Material Solutions

+ Robotic & Electronic Systems

+ Child Studies

+ Food & Hospitality

+ Physical Education

+ Geography

+ Modern History

+ Society & Culture

+ Specialist Mathematics

+ Agriculture

+ Biology

+ Chemistry

+ Nutrition

+ Physics

+ Psychology

ELECTIVE FULL YEAR

+ Music Experience

+ German Continuers

+ Japanese Continuers

+ Elite Sport (Stage 2)

+ Outdoor Education (Stage 2)

VET

+ Certificate II Engineering Pathways

+ Certificate III Fitness

+ Various other course offered through external sites

SENIOR SCHOOL YEAR 12 (STAGE 2)

FULL YEAR

+ Christian Studies

ELECTIVE FULL YEAR

+ Drama

+ Music Explorations

+ Solo Performance & Ensemble Performance

+ Visual Arts: Art

+ Visual Arts: Design

+ Integrated Learning

+ Business Innovation

+ Material Solutions

+ Robotic & Electronic Systems

+ English

+ Essential English

+ English Literary Studies

+ Child Studies

+ Food & Hospitality

+ Physical Education

+ Geography

+ Modern History

+ Society & Culture

+ German Continuers (School of Language)

+ Japanese Continuers

+ General Mathematics

+ Essential Mathematics

+ Mathematical Methods

+ Specialist Mathematics

+ Agriculture

+ Biology

+ Chemistry

+ Nutrition

+ Physics

+ Psychology

COMPULSORY

Full Year Subjects

COMPULSORY

One (1) Semester Subjects

ELECTIVE

One (1) Semester Subjects

ELECTIVE Full Year Subjects

VET Subjects

Year 10 Subject Index

Year 10 Students will study six (6) compulsory two semester subjects (Christian Studies, English, Health and PE, Mathematics, Science, EIF) and one (1) compulsory one semester subject (History) PLUS five (5) one semester elective subjects of their choice.

VET Courses

Year 11 Subject Index

Year 11 Students will study Mathematics, English, Stage 2 Research Project and a Christian Studies option for the entire year PLUS six (6) Stage 1 elective subjects of their choice which may include VET courses (three in each semester).

Year 12 Subject Index

Year 12 Students must study four (4) or five (5) whole year Stage 2 subjects or equivalent VET courses of their choice PLUS Christian Studies. Any students studying VET in their Year 12 year may choose three (3) whole year Stage 2 subjects and use their VET study as their 4th subject.

Dance prepares young people for participation in the 21st century by equipping them with transferrable skills, including critical and creative thinking skills, personal and social skills, and intercultural understanding. Dance develops individuals to be reflective thinkers who can pose and solve problems and work both independently and collaboratively. As students engage with dance practices and practitioners, they develop imaginative ways to make meaning of the world.

STAGE 1 DANCE

Students in Year 10 or 11 may apply for this course. Please note that part of the contact time for this course will be outside of normal timetabled lessons eg. from 3.15pm - 4.45pm after school (time and day is subject to confirmation).

YEAR LEVEL 10/11

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Benjamin Gallasch

REQUIRED BACKGROUND

It is expected that participants will have experience in at least one dance discipline and are currently/recently enrolled in formal dance lessons outside of school. Admission to this course will be by audition with details to be provided in due course.

COURSE CONTENT

In Stage 1 Dance students develop aesthetic and kinaesthetic intelligence, using the body as an instrument for the expression and communication of ideas. Through the development of practical movement skills and choreographic and performance skills as an artist and experiencing performance as part of an audience, students explore and celebrate the human condition. They consider the role of dance in different cultural contexts, including those of Aboriginal and Torres Strait Islander peoples, and its place in transmitting culture. They develop an appreciation of dance as an art form, as well as a life-enrichment opportunity connected to mental and physical well-being.

Dance has its own movement vocabulary and specific techniques and processes that students learn and apply to their own work as a dancer and choreographer and use to interpret, understand, and appreciate the work of others.

ASSESSMENT

Assessment Type

Skills Development

Creative Explorations

Dance Contexts

The study of Drama sees students acquire experiences through performance, production and as a spectator. Drama students learn the transferable skills of creative collaboration, critical thinking and problem solving while developing their curiosity, imagination, creativity, individuality, self-identity, self-esteem and confidence.

DRAMA: MASKS & MIRRORS

YEAR LEVEL 10

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

STAFF CONTACT

Amy Daniell | Benjamin Gallasch

RECOMMENDED BACKGROUND

The successful completion of Year 9 Drama, or by negotiation.

COURSE CONTENT

Dramatic Theory and Practice: Students explore a range of performance styles and apply them to performance. Acting Technique and Stanislavski are central to study in this area as well as Directing Theatre, 20th century performance styles such as Absurdism, and commedia dell'arte. Technical students explore theory and practice of off-stage roles such as multimedia, lighting and sound.

Analysis, Viewpoints and Review: Students view professional live theatre and analyse and evaluate the success of the combination of creative choices. Students also reflect on their own work processes and look at different viewpoints in creating drama.

Presentation of Dramatic Works: Students rehearse and present a group performance in an on or off-stage role to a public audience as practitioners; such as actors, set designers, lighting technicians etc.

ASSESSMENT

Assessment Type

Dramatic Theory and Practice

Analysis, Viewpoints and Review

Presentation of Dramatic works (in an on or off stage role) and a 5 – 10 minutes focused performance/equivalent off stage discussion.

STAGE 1 DRAMA STAGE 2 DRAMA

YEAR LEVEL 11

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Amy Daniell | Benjamin Gallasch

REQUIRED BACKGROUND

The successful completion of Year 10 Drama, or by negotiation.

COURSE CONTENT

Understanding and Responding to Drama: Students engage with professional theatre workshops and drama experiences. Students also explore a shared text and style of performance.

Company and Performance: Students create their own dramatic company, explore what they want to say as artists and develop ideas for performance, thinking about current arts practice.

Drama and Technology: Students explore how technology is being used by dramatic artists looking at creative ideas to apply innovative technology to an actual/ hypothetical performance.

ASSESSMENT

Assessment Type

Responding to Drama: A 6 (six) minute / 1000 word response to professionally created drama, making links to their own arts practice.

Performance: Students develop and present a dramatic work in an on or off stage role. Each student analyses and evaluates their learning in a group or individual oral presentation (6 minutes / 1000 words per student).

Creative Synthesis: Students create a concept for a text or self-devised work with a focus on applying technology and creative risks. 6 minutes /1000 words.

YEAR

LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Amy Daniell | Benjamin Gallasch

REQUIRED BACKGROUND

The successful completion of Stage 1 Drama, or by negotiation.

COURSE CONTENT

Company and Performance:

Students collaborate to create a dramatic company specializing in one (or more) roles. They collaborate to develop two dramatic outcomes; a Group Production and a Creative Presentation (External).

Exploration and Vision: Students focus on the development of their critical and creative thinking skills. They critically view live theatre and participate in professional workshops (if possible). Students explore a selection of dramatic styles, innovators, movements and texts such as verbaitum and devised theatre.

ASSESSMENT

School Based Assessment

Group Production: A performance of a dramatic work in an on or offstage role. A presentation analysing and evaluating their work.

Evaluation and Creativity:

Analysis and evaluation of a dramatic event/s.

A hypothetical creative outcome linked to text and genre study.

External Assessment

Creative Presentation:

A devised performance on an area of interest in an on or off-stage role. An evaluation of their performance and learning.

40%

30%

30%

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. As students progress through studying music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual.

STAGE 1 MUSIC EXPERIENCE MUSIC

YEAR LEVEL 10

LEARNING AREA The Arts

COURSE LENGTH Full Year

STAFF CONTACT

Benjamin Gallasch

REQUIRED BACKGROUND

Satisfactory completion of Year 9 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.

COURSE CONTENT

Playing and Performing Music:

Exploring how to improve solo and ensemble instrumental accuracy, technique and performance skills through personal practice, class workshops and other live and recorded performance opportunities.

Making Music: Learn to write songs that sound good. Creatively apply musical language such as chords and melody to create new musical works. Experiment with a range of instruments and digital technologies such as Sibelius to arrange and notate music.

Responding to Music: Learning theoretical concepts to inform performance and creative works. Musical literacy is built upon by listening to and talking about music, reviewing live concerts, and researching links between legacy and modern styles of music with a focus on Jazz and learning to improvise.

ASSESSMENT

Assessment Types

Solo Performance

Ensemble Performance

Composing and Arranging Music

Theory / Musicianship AMEB

Grade 3

Research, Review and Analysis

YEAR LEVEL 11

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Benjamin Gallasch

REQUIRED BACKGROUND

Satisfactory completion of Year 10 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.

COURSE CONTENT

This course provides opportunities to advance students’ musical understanding and skills in creating and responding to music. Value is placed on creative expression of musical ideas through the practical application of theoretical concepts.

This subject provides pathways to Stage 2 Music subjects: Solo and Ensemble Performance, and Music Explorations.

CREATIVE WORKS

Advancing solo and ensemble instrumental accuracy, technique and performance skills through personal practice, class workshops and other live and recorded performance opportunities.

Study of composing and arranging tools to experiment with and create new musical works. Focus on music from other cultures such as reggae, salsa, mambo, calypso and afro styles.

MUSICAL LITERACY

Responding to music by applying theoretical concepts to inform performance and creative works. Musical literacy is developed through theory, aural, sight reading, reflection and analysing live performance concert reviews and participating in workshops with local and visiting musicians. Researching links explored between modern pop and Latin American styles.

ASSESSMENT

Assessment Types

Solo Performance

Ensemble Performance

Composing and Arranging Music

Theory / Musicianship AMEB

Grade 4

Describing Style, Context and the Elements of Music

NOTE: AMEB and Rockschool Practical Exams from Grade 5 are approved by the SACE Board as Community Learning and can be counted towards the SACE at Stages 1 and 2.

STAGE 2

MUSIC EXPLORATIONS

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Benjamin Gallasch

REQUIRED BACKGROUND

Satisfactory completion of SACE Stage 1 Music or by negotiation. Students should be learning an instrument/voice in 1:1 lesson.

COURSE CONTENT

This subject is flexible in its design, allowing individual and collaborative exploration options in performing, composing, arranging and exploring music technology.

Understanding Music: Students apply musical elements, explore how music is made and understand musical styles, influences, techniques and production.

Creating Music: Students think creatively and critically about the nature and scope of music by developing and extending their practical music-making skills through performance, composition or both.

Responding to Music: Students respond to their own and others’ works. They learn how the knowledge and skills developed through responding to and evaluating music can refine their musical thinking and inform the choices they make in experimenting with and creating music.

ASSESSMENT

STAGE 2 MUSIC: SOLO PERFORMANCE & ENSEMBLE PERFORMANCE

YEAR

LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS

20 (Solo and Ensemble Music)

STAFF CONTACT

Benjamin Gallasch

REQUIRED BACKGROUND

Satisfactory completion of Stage 1 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.

COURSE CONTENT

Understanding Music: Students understand and apply key musical elements of their chosen repertoire, think creatively and critically about solo music performance and express musical ideas.

Performing Music: Students develop and extend their practical music-making skills through performing works for instrument(s) and/or voice. They apply their musical understanding, skills, technique, and accuracy in refining performances.

Responding to Music: Students engage critically and creatively with music, strengthen their musical literacy, critique and evaluate their own performances, interpret the creative works they perform, and express musical ideas.

ASSESSMENT

Art at Unity provides students with an opportunity to be inspired by the world around them to visually communicate their ideas. Students are provided with the opportunity to explore, experiment and develop technical skills with a wide range of art media.

VISUAL ARTS: ART

YEAR LEVEL 10

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Students will be provided with at least one opportunity to develop:

Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.

Practical: Students produce one resolved artwork. The selection of art medium is often directed by student interest.

Practical Skills Tasks: With a focus on art in context, students will experiment with a range of art materials/techniques and processes.

ASSESSMENT

Assessment Type

Folio

Practical

Practical Skills Tasks

STAGE 1 VISUAL ARTS: ART

YEAR LEVEL 11

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Year 10 Art or Design.

COURSE CONTENT

Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.

Practical: Students produce one or two resolved artworks. The selection of art medium is often directed by student interest.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and art language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.

ASSESSMENT

Assessment Type

STAGE 2 VISUAL ARTS: ART

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Stage 1 Art

COURSE CONTENT

Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.

Practical: Students produce two resolved artworks or a body of work. The selection of art medium is directed by student interest.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and art language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.

ASSESSMENT

The Arts Visual Arts: Design

Design at Unity offers students an opportunity to be inspired by the world around them to develop functional resolved designs. Students are provided with the opportunity to explore, experiment and develop technical skills in a wide range of design media. We endeavour to introduce students to the three design areas; Graphic, Built Environment and Product.

VISUAL ARTS: DESIGN

YEAR LEVEL 10

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Students will be provided with at least one opportunity to develop:

Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved design.

Practical: Students produce one resolved design. The selection of design medium is often directed by student interest.

Practical Skills Tasks: With a focus on design in context students will experiment with a range of design materials/techniques and processes.

ASSESSMENT

Assessment Type

Folio

Practical

Practical Skills Tasks

STAGE 1

VISUAL ARTS: DESIGN

YEAR LEVEL 11

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Year 10 Art or Design.

COURSE CONTENT

Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved design.

Practical: Students produce one or two resolved designs. The selection of design medium is often directed by student interest.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and design language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.

ASSESSMENT

Assessment Type

Folio

Practical

Visual Study

STAGE 2

VISUAL ARTS: DESIGN

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Stage 1 Design.

COURSE CONTENT

Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved designs.

Practical: Students produce two resolved designs or a body of work. The selection of design medium is often directed by student interest.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and design language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.

ASSESSMENT

& Research Project

Cross-Disciplinary is a SACE learning area providing flexible learning programs for students within the school and in the community. It includes Exploring Identities and Futures (EIF) which is a compulsory 10 credit subject in SACE Stage 1 and the Research Project which is a compulsory 10 credit subject in SACE Stage 2.

STAGE 1

EXPLORING IDENTITIES AND FUTURES (EIF)

Exploring Identities and Future (EIF) is a COMPULSORY Stage 1, 10 credit subject which is studied as a 2 semester course in Year 10 at Unity College with two lessons per week.

Students must achieve a C grade or better to gain SACE credits in this subject.

YEAR LEVEL 10

LEARNING AREA

Cross-Disciplinary

COURSE LENGTH

1 Year COMPULSORY

SACE CREDITS 10 Stage 1

STAFF CONTACT

Carlee Stewart

COURSE CONTENT

Exploring Identities and Futures (EIF) supports students to explore their aspirations. They are given the space and opportunity to extend their thinking beyond what they want to do, to also consider who they want to be in the future. The subject supports students to learn more about themselves, their place in the world, and enables them to explore and deepen their sense of belonging, identity, and connections to the world around them.

EIF prepares students for their SACE journey and the knowledge, skills, and capabilities required to be thriving learners. As an introduction to the SACE, students will be empowered to take ownership of where their pathway leads, exploring interests, work, travel and/ or further learning.

COURSE CONTENT

EIF represents a shift away from viewing students as participants in learning, to empowered codesigners of their own learning. Students will be responsible for exploring learning opportunities, exercising their agency, and building connections with others.

In this subject, students:

+ Develop agency by exploring their identity, interests, strengths, skills, capabilities and or values; and making choices about their learning

+ Demonstrate self-efficacy through planning and implementing actions to develop their capabilities and connecting with future aspirations

+ Apply self-regulation skills by contributing to activities to achieve goals, seeking feedback, and making decisions

+ Develop their communication skills through interaction, collaboration, sharing evidence of their learning progress and developing connections with others.

ASSESSMENT

Assessment Types

Assessment Type 1: Exploring me and who I want to be

Assessment Type 2: Taking action and showcasing my capabilities

RESEARCH PROJECT A&B

The Research Project is a COMPULSORY Stage 2, 10 credit subject which is studied as a full year course in Year 11 at Unity College.

Students must achieve a C grade or better to gain SACE in this subject and it is encouraged to be completed by the end of Year 11.

**Students must complete Research Project A or Research Project B. For Research Project A, students can choose to present their external assessment in written, oral, or multimodal form. The external assessment for Research Project B must be written.

YEAR LEVEL 11

LEARNING AREA Cross-Disciplinary

COURSE LENGTH 2 Semesters COMPULSORY

SACE CREDITS 10

STAFF CONTACT Carlee Stewart RECOMMENDED BACKGROUND Nil

COURSE CONTENT

Research Project provides students with the opportunity to plan, develop, synthesise and review or evaluate any topic of interest. This could include investigating a possible career path, exploring a social or environmental issue or designing and building a personal project. Students improve their ability to research, inquire and acquire relevant knowledge and skills to resolve their chosen question.

Integrated Learning is a subject framework that enables students to make links between aspects of their lives and their learning. Schools design Integrated Learning programs for a specific purpose, product, or outcome according to the interests and needs of students in their local context.

STAGE 1 INTEGRATED LEARNING

YEAR LEVEL 11

LEARNING AREA Cross Disciplinary

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Jennifer Stewart | Carlee Stewart

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

For a 10-credit subject, students should provide evidence of their learning through three (3) or four (4) assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

+ At least one practical exploration

+ At least one connections task

+ At least one personal venture.

ASSESSMENT

Assessment Type

Practical Exploration

Connections

Personal Venture

STAGE 2 INTEGRATED LEARNING

YEAR LEVEL 12

LEARNING AREA Cross Disciplinary

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Jennifer Stewart | Carlee Stewart

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

For a 20-credit subject, students should provide evidence of their learning through five (5) or six (6) assessments, including the external assessment component. Students undertake:

+ At least two practical inquiries

+ At least one connections task

+ One personal endeavour.

ASSESSMENT

School Assessment Practical

Business Innovation equips students to navigate an ever-changing business landscape with an entrepreneurial approach. Students are required to engage with potential customers and stakeholders to prepare insights into business models, learning to work collaboratively to identify customer problems, generate solutions, and manage the decision-making process. Students apply their learning by designing start-up businesses, transforming existing businesses, or sustaining established businesses.

STAGE 1 BUSINESS INNOVATION A

STAGE 1 BUSINESS INNOVATION B

NOTE: If only one semester of Business & Innovation is offered it will be Business Innovation B.

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Mathew Philps | Benjamin Gallasch

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Course A focuses on innovation within existing businesses to transform or sustain them. Topics studied include:

+ Nature and structure of business

+ Generating solutions to customer problems

+ Risk assessment

+ Business model design

+ Pitching ideas

+ Digital opportunities.

ASSESSMENT

Business Skills

Task 1: Internal and external business evaluation

Task 2: Customer focused solutions and marketing

Task 3: Business Model Summary

Business Pitch

Outline a solution within an existing business for stakeholder feedback to validate or iterate ideas.

Task 1: Value Proposition Design

Task 2: Risk Assessment

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Mathew Philps | Benjamin Gallasch

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Course B focuses on start-up businesses and entrepreneurs. Topics studied include:

+ Entrepreneurialism & Design Thinking

+ Empathy based problem definition

+ Generating potential solutions to problems

+ Testing, validation, and iterative design

+ Marketing in the digital age

+ Business models and pitches.

ASSESSMENT

Business Skills

Task 1: Collaboratively develop solutions to customer problems.

Task 2: Business Communications.

Task 3: Business Model Summary.

Business Pitch

Pitch a business plan to a panel for feedback to inform ongoing design.

Task 1: Idea Proposition

Task 2: Portfolio of Testing

STAGE 2 BUSINESS INNOVATION

YEAR LEVEL 12

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Mathew Philps | Benjamin Gallasch

RECOMMENDED BACKGROUND

Stage 1 Business Innovation (10 credits)

COURSE CONTENT

The course relates to designing businesses, sustaining businesses, and transforming businesses. The course will address all three areas. Topics studied include:

+ Identifying customer needs and solutions

+ Customer acquisition and retention

+ Identifying risks in businesses

+ Financial feasibility

+ Designing businesses

+ Business planning and pitches.

ASSESSMENT

School Assessment 70%

Business Skills: Three (3) tasks developing design thinking strategies and business skills. 40%

Business Model: Collaboratively develop a start-up business model 30% External Assessment 30%

Business Plan and Pitch: Students individually develop a business plan and pitch it to potential investors. 30%

Design, Technology and Engineering aims to inspire students to design and develop technical projects. This subject focuses on the understanding of technological processes and practical skills through the use of technologies. Students will become critical thinkers, utilise problem solving skills, learn about sustainability and its purpose.

ELECTRONICS

YEAR LEVEL 10

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Alex Fiegert

RECOMMENDED BACKGROUND

Year 9 Electronics is preferred but not essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of a LED Lamp. Students will be taught various soldering and construction techniques, machining and hand tool skills. The course will also ask students to investigate community perspectives on technologies and reflect on sustainability and impacts of this technology.

ASSESSMENT

Assessment Type 1

Specialised Skills Task: Machining and Soldering Exercise

Resource Study: Investigation into community perspectives on technology and its impacts, how we interact with technologies and sustainability.

Assessment Type 2

Part 1: Product Design and Development (LED lamp)

Part 2: Solution Realisation (LED lamp) Project

STAGE 1 ROBOTIC & ELECTRONIC SYSTEMS

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Scott Crouch | Benjamin Gallasch

REQUIRED BACKGROUND

Year 10 Electronics is essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of robotic and/ or electronic systems. Students will be taught various construction techniques, electronic component recognition, machining and hand tool skills.

ASSESSMENT

Assessment Type 1

Specialised Skills Task 1: Circuit Design + CAD

Specialised Skills Task 2: House Wiring

Assessment Type 2

Part 1: Product Design Development

Part 2: Solution Realisation

STAGE 2 ROBOTIC & ELECTRONIC SYSTEMS

YEAR LEVEL 12

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Scott Crouch | Benjamin Gallasch

REQUIRED BACKGROUND

Stage 1 Design, Technology & Engineering: Robotics and Electronic Systems is essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of a free choice project. Students will be using a wide range of manufacturing technologies such as tools and machinery. Students will investigate material and electronic component choices and analyse ethical, legal, economic and/or sustainability issues related to their chosen design.

ASSESSMENT

Assessment Type 1

Specialised Skills Task 1: LED Torch - Circuits 10%

Specialised Skills Task 2: Electronic Mechanical Systems 10%

Assessment Type 2 (Free Choice Project)

Part 1: Product Design and Development 25%

Part 2: Solution Realisation 25%

Assessment Type 3 (Externally Assessed)

Resource Study 30%

CURRICULUM CHARGES

There will be an additional cost of between $50-$600 depending on the nature of the project and materials chosen by the student. Due to the variable nature of the projects, this is NOT included in the composite fee.

METALWORK

YEAR LEVEL 10

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Darien Penno | Benjamin Gallasch

RECOMMENDED BACKGROUND

Study of a Year 9 Technology subject is preferable but not essential.

COURSE CONTENT

This subject enables students to gain an introduction to metal fabrication and welding. Students use the Design Process to create a number of negotiated projects which could include a toolbox and the welding and fabrication of a camping hotplate and hot coal shovel. This involves appropriate material selection, estimation and calculation of project costs and skill development through outworking practical projects.

ASSESSMENT

Assessment Type 1

Specialised Skills Task 1a: Toolbox

Assessment Type 2

Part 1: Design Development

Part 2: Solution Realisation (Hotplate)

Assessment Type 3

Task 1b: Resource StudyManufacturing and Innovation Exploration

VET: CERTIFICATE II ENGINEERING PATHWAYS

YEAR LEVEL 11

COURSE CONTACTS

Carlee Stewart | Jasmine Barolo

LECTURER TAFE SA

COURSE LENGTH Full Year

SACE CREDITS 50 MIN Stage 1

QUALIFICATION

MEM20422 Certificate II in Engineering Pathways

COURSE STRUCTURE

One full day per week (day to be negotiated)

COURSE OUTLINE

This qualification is intended for people interested in exposure to an engineering or related working environment, with a view to entering into employment in that area. This qualification will equip graduates with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment.

There are 12 competencies covering a range of engineering subjects including fabrication, machining, welding, using tools and equipment, assembling engineering mechanisms and career development. The course finishes with students undertaking a engineering project - the design and construction of a charcoal BBQ - which students are able to take home..

**See page 62 of this guide for a complete course outline.

WOODWORK

YEAR LEVEL 10

LEARNING AREA Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Scott Crouch | Darien Penno

RECOMMENDED BACKGROUND

Year 9 Woodwork is preferred but not essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of a coffee table. Students will be taught various construction techniques, machining and hand tool skills along the way. The course will also ask students to investigate characteristics and designs of mass-produced timber products and reflect on sustainability and impacts of technologies.

ASSESSMENT

Assessment Type 1

Specialised Skills Task: Machining and Joints Exercise

Assessment Type 2

Part 1: Product Design and Development (Coffee Table)

Part 2: Solution Realisation (Coffee Table)

Assessment Type 3

Resource Study: Investigation of material choices for a sustainable house design. Impacts of those materials on society.

STAGE 1 MATERIAL SOLUTIONS

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Scott Crouch | Benjamin Gallasch

REQUIRED BACKGROUND

Year 10 Woodwork is essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of a TV Entertainment Unit/Study Desk/ Hall Stand. Students will be using a wide range of manufacturing technologies such as tools and machinery.

ASSESSMENT

Assessment Type 1

Specialised Skills Task 1: Machining and Construction Skills

Specialised Skills Task 2: CAD/ Hardware Installation + Doors + Handles

Assessment Type 2

Part 1: Product Design and Development (TV Entertainment Unit/Study Desk)

Part 2: Solution Realisation (TV Entertainment Unit/Study Desk)

YEAR LEVEL 12

LEARNING AREA

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Scott Crouch | Benjamin Gallasch

REQUIRED BACKGROUND

Stage 1 Design, Technology & Engineering: Material Solutions is essential.

COURSE CONTENT

This subject enables students to design and engineer solutions for the development of a free choice project. Students will be using a wide range of manufacturing technologies such as tools and machinery. Students will investigate material choices and analyse ethical, legal, economic and sustainability issues related to their chosen design.

ASSESSMENT

2

Part 2: Solution

Assessment Type 3 (Externally Assessed) Resource Study 30%

CURRICULUM CHARGES

There will be an additional cost of between $50-$600 depending on the nature of the project and materials chosen by the student. Due to the variable nature of the projects, this is NOT included in the composite fee.

In Digital Technologies, students extract and interpret real-world data sets to identify trends and examine sustainable solutions to problems in business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations.

DIGITAL TECHNOLOGIES

YEAR LEVEL 10

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Alex Fiegert

RECOMMENDED BACKGROUND

Year 9 Digital Technologies

COURSE CONTENT

The following topics will be studied:

+ Data Analysis

+ Coding

+ Application Programming

+ Game Development in Unity Engine

ASSESSMENT

Assessment Types

Project Skills (Programming)

Technology Presentation

Collaborative Project (Networks)

STAGE 1 DIGITAL TECHNOLOGIES

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Alex Fiegert

REQUIRED BACKGROUND

Successful completion of Year 10 Digital Technologies at a C level or higher.

COURSE CONTENT

In each semester, students study two topics from the following focus areas:

+ Programming

+ Advanced Programming

+ Data Analytics

+ Exploring Innovations.

Students focus on using computational thinking to explore problems. They analyse existing data and develop solutions to a range of problems. Students have the opportunity to work collaboratively in at least one assessment.

Option 1 includes students analysing data, exploring ethical considerations and programming a digital solution and game that support the data that they have analysed.

OR

Option 2 is based around RPG (Role Playing Game) game development. Planning, coding and creating an environment for players to interact and explore.

Course options will be negotiated in consultation with the teacher.

ASSESSMENT

There are a minimum of 3 assessment tasks, including at least 2 based around project skills and at least 1 digital solution. At least 1 task is also collaborative.

Assessment Types

Project Skills

Digital Solution

In Food and Hospitality, students focus on the vibrant nature of the food and hospitality industry and develop an understanding of contemporary approaches and issues related to food and hospitality.

FOOD TECHNOLOGY

YEAR LEVEL 10

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Christine Wiencke | Benjamin Gallasch

REQUIRED BACKGROUND

Year 9 Food & Textiles

COURSE CONTENT

Students develop skills in food safety and hygiene, preparation, storage and the handling of food. They investigate the contemporary ways of food styling and presentation within the Food and Hospitality Industry and the role nutrition plays in food production while becoming skilled in many different methods of cookery.

Topics include:

+ Methods of Cookery (assessed through practical lessons)

+ Food Safety InvestigationSignature Dessert

+ Food Styling - Cup Cake Decorating

+ Catering - Lunch on the Run / High Tea

+ Herbs / Spices

+ Health Related Issues

ASSESSMENT

Assessment Types

Practical Assignments

Group Activity Investigation

STAGE 1 FOOD & HOSPITALITY

YEAR LEVEL 11

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT

Christine Wiencke | Benjamin Gallasch

REQUIRED BACKGROUND

Year 10 Food Technology

COURSE CONTENT

This course focuses on developing skills in the preparation, storage, and handling of food, and complying with current health and safety legislation within the Food and Hospitality Industry.

Topics include:

+ Contemporary issues within the Food and Hospitality Industry eg. waste, local food culture, food allergies & intolerances.

+ Food Fusion: Investigating the characteristics that have developed Australia’s multicultural and contemporary cuisine.

+ Street Food

+ Food Safety: Local & global issues in Food Safety within the Food & Hospitality industry

+ Cake Styling.

ASSESSMENT

Assessment Type

Practical Assignments

Group Activity Investigation

STAGE 2 FOOD & HOSPITALITY

YEAR LEVEL 12

LEARNING AREA

Design, Technology & Engineering

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Christine Wiencke | Benjamin Gallasch

REQUIRED BACKGROUND

Year 10 Food Technology OR Stage 1 Food & Hospitality

COURSE CONTENT

Students develop skills in using technology and safe work practices in the preparation, storage, and handling of food, and complying with current health and safety legislation. They investigate and discuss contemporary food and hospitality issues and current management practices, and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality, consumer protection, and the nutritional impact of healthy eating.

Topics include:

+ Technological Influences

+ Signature Dish

+ Gourmet Picnic Hamper

+ Celebration Cake

+ Food Hall

+ Tapas Dinner

English at Unity prepares our learners to engage in the real world as they collaborate with others to become confident communicators. Being critically aware of the world around them fosters analytical skills, but just as importantly empathy. These skills are so valuable in developing learners’ creativity and assists them to actively contribute to their community.

YEAR 10 ENGLISH

The study of Year 10 English is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.

Year 10 English course selection (of either English or Essential English) is based on students’ results in Year 9 English.

ESSENTIAL ENGLISH

YEAR LEVEL 10

LEARNING AREA English

COURSE LENGTH

Full Year COMPULSORY

STAFF CONTACT

Han Carson | Kate Vanderbom

COURSE CONTENT

Film: Study of how filmmakers use what is seen and heard to impact the audience.

Instructional Presentation: Study of how language can be used to instruct (eg changing a car tyre, applying make-up, building a speaker).

Text Study: Study of graphic novels to explore how creators communicate key ideas.

Media: Study of how language and layout is used to persuade in advertising.

Persuasion: Study of how people can use their voice to speak up and see change occur through advocacy.

Creative Writing: Study of how language is used to entertain and evoke emotion (eg. Heywire, Graphic Novel).

Language Study: Study of language within a workplace of the student's choice.

ASSESSMENT

Assessment Types

Responding to Texts

Creating Texts

ENGLISH

YEAR LEVEL 10

LEARNING AREA English

COURSE LENGTH

Full Year COMPULSORY

STAFF CONTACT

Graeme Watkins | Kate Vanderbom

COURSE CONTENT

Film: Study of how directors of documentaries use what is seen and heard to communicate ideas.

Creative Writing: Study of how language is used to entertain and evoke emotions (eg Heywire, Young Writers Award).

Text Study: Study of text to explore how creators communicate key ideas (eg novel, poetry, play).

Media: Study of how the language and layout of Fake News and Feature Articles are used to persuade.

Critical Reading: Analysis, under test conditions, of how the message of an article is communicated.

Comparative Study: How two texts use different language and layout to communicate similar ideas (eg poem, article, short story, music clip, novel, film).

ASSESSMENT

Assessment Types

Responding to Texts

Creating Texts

Exam

It is COMPULSORY for all students to complete 20 credits of English at Stage 1. Students must select at least two semesters from the following Stage 1 English subjects on offer at Unity College.

Students must achieve a C grade or higher in two (2) semesters of English to fulfill the literacy requirement of the SACE.

STAGE 1 ESSENTIAL ENGLISH

YEAR LEVEL 11

LEARNING AREA English

COURSE LENGTH

Full Year COMPULSORY

SACE CREDITS

10 (Semester 1) / 10 (Semester 2)

STAFF CONTACT

Erin Eckermann | Kate Vanderbom

REQUIRED BACKGROUND

Year 10 English or Year 10 Essential English

COURSE CONTENT

Film: Study of how filmmakers use what is seen and heard to communicate their mood and message.

Persuasion: Study of how people can use their spoken voice to speak up and see change occur through advocacy.

Workplace Text: Study of how the structure and language of a wide range of texts is used in the workplace (eg social media account, business emails).

Mass Media: Study of how magazines connect with their audience and fulfill their purpose to inform and entertain.

Speech Making: Study of speeches and how language can be used to emotively sway an audience.

Music Clips: Study of how audiences can connect with peoples stories through the power of music clips.

Language Study: Study of persuasive language within websites.

ASSESSMENT

Assessment Types

Responding to Texts

Creating Texts

**Each task will be a maximum of 800 words or 5 minutes.

STAGE 1 ENGLISH

YEAR LEVEL 11

LEARNING AREA English

COURSE LENGTH

Full Year COMPULSORY

SACE CREDITS

10 (Semester 1) / 10 (Semester 2)

STAFF CONTACT

Shane Crilly | Kate Vanderbom

REQUIRED BACKGROUND

Year 10 English (minimum C level)

COURSE CONTENT

Novel: Study of how authors use stylistic features and language techniques to communicate key ideas.

Mass Media: Study of persuasive language within advertisements.

Protest Poetry: Study of protest poetry and how language can be used to emotively sway an audience.

Short Stories: Study of how short story structure and language is used to entertain the reader.

Intertextual: Study of two texts and how the ideas within them are interconnected (eg film, poem, short story).

Comparative: Study of how two individually chosen texts use different language and layout to communicate similar ideas (eg music clip, article, poem, short story, novel, film).

ASSESSMENT

Assessment Types

Responding to Texts

Creating Texts

Intertextual Studies

**Each task will be a maximum of 800 words or 5 minutes.

STAGE 1 ENGLISH LITERARY STUDIES

YEAR LEVEL 11

LEARNING AREA English

COURSE LENGTH Full Year COMPULSORY

SACE CREDITS

10 (Semester 1) / 10 (Semester 2)

STAFF CONTACT

Mat Philps | Kate Vanderbom

REQUIRED BACKGROUND

Year 10 English - High Achievement (minimum A level Year 10 English)

COURSE CONTENT

Novel: Study of key ideas and the techniques used to expand them.

Play: Study of how plays can be viewed through multiple critical perspectives.

Film: Study of how filmmakers use what is seen and heard to communicate issues.

Intertextual: Study of how poets use language to communicate and evoke emotions.

Transformative: Reimagining of any individually chosen text into a different form with accompanying writer’s statement.

Choice: Creating written, oral or multimodal text of choice.

Comparative: Study of how one of the extended class texts compares with another individually chosen text of literary merit in critical essay.

Critical Reading: Analysis of how authors of two or more texts communicate their message (under test conditions).

ASSESSMENT

Assessment Types

Responding to Texts

Creating Texts

Intertextual Studies

Exam

** Each task will be a maximum of 800 words or 5 minutes.

STAGE 2

ESSENTIAL ENGLISH

YEAR LEVEL 12

LEARNING AREA English

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Erin Eckermann | Kate Vanderbom

REQUIRED BACKGROUND

Stage 1 Essential English or Stage 1 English (satisfactory achievement)

COURSE CONTENT

Film: Study of how filmmakers use what is seen and heard to communicate their mood and message.

Persuasion: Study of how people can use their voice (written or spoken) to speak up and see change occur through advocacy.

Biographies: Study someone’s life and effectively tell the story of someone else’s experiences.

Entertain: Study of how the structure and language of storytelling entertain readers.

Community Connection: Review a community event.

Language Study: Study of individually chosen texts to understand how spoken, non-verbal, visual and written language are used in the real-world. **External

ASSESSMENT

Assessment Types

Responding to Texts 30%

Creating Texts 40%

External Assessment 30%

**Each task will be a maximum of 1000 words or 6 minutes.

STAGE 2 ENGLISH

YEAR LEVEL 12

LEARNING AREA English

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Cindy Hoskison | Kate Vanderbom

REQUIRED BACKGROUND

Stage 1 English (satisfactory achievement - minimum C level)

COURSE CONTENT

Film: How filmmakers use what is seen and heard to communicate their mood and message.

Mass Media: How one mass media text type (eg crime shows, music videos, podcasts) fulfils its purpose in connecting with its intended audience.

Poetry: How poets use language to evoke emotions.

Entertain: Use structure and language to entertain readers (free choice).

Persuade: Use language and layout to persuade a reader (review).

Inform: Use structure, language and voice to inform and motivate an audience (podcast)

Comparative: How two individually chosen texts (eg music clip, article, poem, short story) use different language and layout to communicate similar ideas **External.

ASSESSMENT

Assessment Types

Responding

**Each task will be a maximum of 1000 words or 6 minutes.

STAGE 2 ENGLISH LITERARY STUDIES

YEAR LEVEL 12

LEARNING AREA English

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Mat Philps | Kate Vanderbom

REQUIRED BACKGROUND

Stage 1 English Literary Studies (minimum B level)

COURSE CONTENT

Novel: Key ideas and the techniques used to expand them.

Play: The conventions used by playwrights to communicate ideas.

Film: How filmmakers use what is seen and heard to communicate issues.

Poetry: How poets use language to communicate and evoke emotions.

Critical Perspective: Individual study of a class text, viewed through two critical perspectives.

Transformative: Reimagining of any individually chosen text into a different form with accompanying writer’s statement.

Choice: Creating a written, oral or multimodal text of choice (recount, narrative, persuasive speech etc.).

Comparative Study: How one of the extended class texts compares with another individually chosen text of literary merit in a critical essay (novel, play, film etc.). **External

ASSESSMENT

Assessment Types

Responding to Texts 50% Creating Texts 20%

**Each task will be a maximum of 1000 words or 6 minutes.

Stage 2 English and English Literary Studies with a passing grade earns Adjustment Factors for ATAR.

In Child Studies, students explore the period of childhood from conception to eight years, and issues related to the growth, health and well-being of children. They examine the diverse range of values and beliefs about childhood and the care of children, the nature of contemporary families and the changing roles of children in a contemporary consumer society.

STAGE 1

CHILD STUDIES

YEAR LEVEL 11

LEARNING AREA

Health & Physical Education

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Darien Penno

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

This subject will focus and develop students’ knowledge of the way children’s lives are affected by their relationship with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location and educational opportunities.

Topics include:

+ Pregnancy - Pre and Post Natal

+ Baby Essentials

+ Nutritious meals for children

+ The role of children’s TV and it’s influence

+ Contemporary Trends

ASSESSMENT

Assessment Types

Practical Assignments

Group Assessment Investigation

STAGE

2 CHILD STUDIES

YEAR LEVEL 12

LEARNING AREA

Health & Physical Education

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Darien Penno

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

This subject will focus on further developing students knowledge of the influences on childhood development.

This will include topics such as:

+ Kitchen safety

+ Literacy

+ Nutrition and Healthy Eating

+ Cultural Diversity

+ Technology Influences

+ Contemporary Trends

ASSESSMENT

Through the study of and participation in Physical Education, students gain an understanding of human functioning and physical activity. Through participating in a variety of physical activities, students explore their own physical capacities (using HR data, GPS data and video footage) and analyse performance, health and lifestyle issues.

HEALTH & PHYSICAL EDUCATION

The study of Year 10 Health & Physical Education is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.

YEAR LEVEL 10

LEARNING AREA

Health & Physical Education

COURSE LENGTH

Full Year COMPULSORY

STAFF CONTACT Darien Penno

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Health & Physical Education is a compulsory subject that runs for the whole year in Year 10 and follows the Australian Curriculum course outline for Health and Physical Education.

The Year 10 PE course will include a practical and theoretical component.

Practical Skills and Applications: Students will complete four modules in which they will develop practical skills. The modules offered may include individual, team, group, fitness, adventure, racket, outdoor and recreational activities.

Theory Component: The course will have a recreational and fitness focus.

The theory component will examine what recreation and fitness is and the importance of life long recreational activities.

ASSESSMENT

Assessment Types

Practical Activity

Theory Folio

STAGE 1 PHYSICAL EDUCATION

YEAR LEVEL 11

LEARNING AREA

Health & Physical Education

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT Darien Penno

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Students will participate in a variety of physical activities. They will collect data including HR data, GPS data, video footage and use this data in a variety of ways to analyse performance. Students also look at social inclusivity, equity and equality and how these can be enhanced in physical activity.

Topics studied may include but are not limited to the following:

+ Analysis of movement concepts and strategies

+ Application of the effects of training on physical performance

+ Social strategies to enhance equity in participation

+ Physiological barriers and enablers to participation

+ Effect of training on the body

+ Learning and refining skills

ASSESSMENT

VET: CERTIFICATE III FITNESS

YEAR LEVEL 10/11

COURSE CONTACTS Rowan Miegel | Jasmine Barolo

COURSE LENGTH

Full Year (Year 10 Semester 2 / Year 11 Semester 1)

SACE CREDITS 90 MAX Stage 2

COURSE STRUCTURE Within subject line

QUALIFICATION

SIS30321 Certificate III in Fitness (Gym Instructor)

COURSE OUTLINE

With a Certificate III in Fitness, specialising as a Gym Instructor, students will work as part of a team of fitness professionals in a gym providing advice on using gym equipment and writing exercise programs, while also contributing to daily operations. The course will also include visits to fitness centres.

SELECTION CRITERIA

Intake Semester 2 2024 (Year 10 Students): Students will begin in Semester 2 2024 and continue into Semester 1 2025 (Year 11). Students in the Specialist Sport Program will be given priority.

Students meeting the criteria will need to complete a Trade Skills Centre Enrolment Form. Students will be interviewed and notified if they are successful in gaining a place.

**See page 63 of this guide for a complete course outline.

NOTES

This course is available to ALL students with Specialist Sport students gaining preferential entry.

CURRICULUM CHARGES

Due to the nature of this course, please note there are some additional costs involved that are NOT included in the composite fee.

Education

SPECIALIST SPORT

YEAR LEVEL 10

LEARNING AREA

Health & Physical Education

COURSE LENGTH 1 Semester

COURSE CONTACT Darien Penno

REQUIRED BACKGROUND

Year 9 Specialist Sport or Application and Interview

COURSE CONTENT

Coaching Lesson: Students spend one lesson each week working with their specialist coach for their specialist sport. In these lessons students receive high level coaching in small groups working on both basic and higher level areas of the game.

Gym Lesson: Students will plan and implement training programs to improve their physical fitness in designated areas.

Theory Lesson: Students will study topics such as goal setting, performance monitoring and coaching. These topics help students develop their sporting ability and give them skills which are valuable as an athlete.

ASSESSMENT

Students complete assignments within this subject which are specifically related to their sport. These assignments help them gain extra knowledge about their sport and physiologically what is required to be successful within their sport.

STAGE 2 WORKPLACE PRACTICES (WPP): ELITE SPORT

YEAR LEVEL 11

LEARNING AREA

Health & Physical Education

COURSE LENGTH

Full Year Off-Line**

SACE CREDITS 20

STAFF CONTACT Darien Penno | Carlee Stewart

COURSE INFORMATION

Students have the opportunity to complete Workplace Practices (WPP): Elite Sport through Marden Senior College. This subject gives the opportunity for students to gain knowledge about their specialist sport and the sporting industry that assists students in their sporting careers. This subject is offered off-line, with the students able to access support through the Specialist Sport program. This is a Stage 2 subject and by completing this in Year 11, gives students greater flexibility in Year 12 to deal with the demands of their sport outside of school.

SPECIAL INFORMATION

**This course is available through special negotiation to students participating in the Specialist Sport Program and is to be completed off-line.

CURRICULUM CHARGES

As this course is offered externally, there is an additional cost associated. Please refer to the Specialist Sport Program Guide for more details.

Note: Should there be enough interest in this subject, it will be offered face to face on-site at Unity College.

STAGE 2 PHYSICAL EDUCATION

YEAR LEVEL 12

LEARNING AREA

Health & Physical Education

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Darien Penno

REQUIRED BACKGROUND

Stage 1 Physical Education.

COURSE CONTENT

Students will participate in a variety of physical activities. For each of these activities they will collect data including HR data, GPS data, video footage. They will then use this data in a variety of ways to analyse their own performance, analyse team’s performance, suggest improvements and monitor improvement. Students will reflect on their analysis and draw conclusions.

Topics studied may include but are not limited to the following:

+ Energy sources affecting physical performance

+ The effects of training on performance

+ Biomechanics and its effect on performance

+ Psychology of sporting performance

+ Group Dynamics

+ The Learning process and journey

ELITE SPORTS DEVELOPMENT

YEAR LEVEL 12

LEARNING AREA

Health & Physical Education

COURSE LENGTH

Full Year Off-Line**

STAFF CONTACT Darien Penno

COURSE INFORMATION

Some of the topics and features of this course include:

+ Specialist coaching in their sport.

+ Fitness and Gym training to aid their performance.

+ Sport Mentoring to help guide students through to the elite level.

+ Sport Psychological support – goal setting and other beneficial strategies.

+ Performance Nutrition knowledge and advice.

SPECIAL INFORMATION

**This course is designed to aid students competing at an elite level to achieve to their full potential. It is a course which can only be entered by special application and is reserved for students currently competing at a state level or above.

For more detailed information, see the Specialist Sport Program Guide

Outdoor Education allows students to gain an understanding of ecology, the environment, sustainability, cultural perspectives and physical and emotional health through participating in outdoor activities.

SPECIAL NOTE: Outdoor Education involved camps which are a COMPULSORY (summative) component of the course. All students must attend all planned camps.

STAGE 1 OUTDOOR EDUCATION

YEAR LEVEL 10

LEARNING AREA

Health & Physical Education

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Darien Penno

RECOMMENDED BACKGROUND

A love for the outdoors.

COURSE CONTENT

This is a practical based course that pushes students out of their normal and into a world of self-reliance and leadership. The course is based on environmental sustainability within the outdoors, learning skills of navigation, first aid, rock-climbing and bush walking and putting them into practice in a number of different scenarios and on a final 4 day bushwalking expedition to Mambray Creek and a 2 day rock climbing expedition to the Adelaide Hills.

ASSESSMENT

Assessment Types

About Natural Environments

Experiences in Natural Environments

CURRICULUM CHARGES

Due to the nature of Outdoor Education, please note there are some additional costs involved that are NOT included in the composite fee. This includes:

+ Rock-Climbing Excursion (Approx. $150)

+ Mambray Creek Expedition (Approx. $250)

STAGE 2 OUTDOOR EDUCATION

YEAR LEVEL 11

LEARNING AREA

Health & Physical Education

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Darien Penno

REQUIRED BACKGROUND

Successful completion of Stage 1 Outdoor Education (inc. attendance for both camps) and current First Aid (gained through Year 10 PLP).

COURSE CONTENT

Stage 2 Outdoor Education is experiential based, requiring students to immerse themselves in 2 different recreational activities and inquire through actively reflecting from varied perspectives including personal and social development, connection to nature and sustainability.

Stage 2 Outdoor Education will consist of a Basic Skills kayaking course, two 4-day kayaking expeditions and a 3-day rockclimbing expedition.

ASSESSMENT

Assessment Types

About Natural Environments 20%

Experiences in Natural Environments 50%

Connections with Natural Environments 30%

CURRICULUM CHARGES

Due to the nature of Outdoor Education, please note there are some additional costs involved that are NOT included in the composite fee. This includes:

+ Kayaking Basic Skills 1-day (approx $90)

+ Kayaking Coorong 4-days (Approx $410)

+ Self Relient Ral Ral Creek 4-days (Approx $425)

+ Rock Climbing Expidition 3-days (Approx $475)

IMPORTANT INFORMATION re: Curriculum Charges for Outdoor Education (Stage 1 & 2)

Prices listed are best estimate and are correct at the time of printing but subject to change.

Students enrolled in Stage 1 or 2 Outdoor Education after Week 4 will be presumed to attend all camps and charged accordingly.

Geography engages students in the now, exposing them to local and global events. This quips students to meaningfully participate in the changing nature of our world.

GEOGRAPHY

YEAR LEVEL 10

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT

Kate Vanderbom

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Topics studied include:

Environmental Change and Management

+ Human-induced environmental changes that challenge sustainability.

+ Environmental world views of people and their implications for environmental sustainability.

+ Local / Murraylands focus.

Geographies of Human Wellbeing

+ Different ways of measuring and mapping human wellbeing and development.

+ Reasons for spatial variations between countries in selected indicators for human wellbeing.

+ Global focus.

Mapping Skills and Fieldwork

ASSESSMENT

Assessment Types

Geographical Skills and Assessment Tasks

Fieldwork

Exam

STAGE 1 GEOGRAPHY

YEAR LEVEL 11

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Graeme Watkins | Kate Vanderbom

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Topics studied include:

Rural and / or Remote Places

+ Location and characteristics of rural and / or remote places.

+ Opportunities (environmental, social and economic) provided by rural and / or remote places.

+ Local / Murraylands focus.

Natural Hazards

+ Global distribution of natural hazards

+ Risk management of natural hazards, including prevention, mitigation and preparedness.

+ Comparison of vulnerability and risk in different locations.

+ Global focus.

Mapping Skills and Fieldwork

ASSESSMENT

Assessment Types

Geographical Skills and Assessment Tasks

Independent Fieldwork

Exam

STAGE 2 GEOGRAPHY

YEAR LEVEL 12

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Graeme Watkins | Kate Vanderbom

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Students study the transforming world by considering the changes taking place across global human and physical environments.

The topics studied include:

Theme 1: Environmental Change

+ Topic 1: Ecosystems and people

+ Topic 2: Climate change

Theme 2: Social and Economic Change

+ Topic 3: Population change

+ Topic 4: Globalisation

+ Topic 5: Transforming global inequality

Mapping Skills and Fieldwork

"Which stories we tell about history, who we celebrate, and the ideas and values they embody determines the world we live in today." Helen Carr

We can't remove the troubling parts, instead we need to hear from new voices and examine the stains on our past.

STAGE 2 MODERN HISTORY HISTORY

The study of Year 10 History is a COMPULSORY Australian Curriculum requirement for all students and runs for one semester.

YEAR LEVEL 10

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH

1 Semester COMPULSORY

STAFF CONTACT

Han Carson | Kate Vanderbom

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Topic 1: World War II

Students explore the cause and effects, turning points or movements leading up to and through World War II.

Topic 2: Building Modern Australia Students investigate social, cultural, economic and political developments and how they changed Australia.

Topic 3: The Globalising World Students explain the role of significant ideas, individuals, groups and institutions, and their influence on Australian and Global history.

ASSESSMENT

Assessment Types

Historical Skills

Exam

STAGE 1 MODERN HISTORY

YEAR LEVEL 11

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT

Erin Eckermann | Kate Vanderbom

SACE CREDITS 10

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Topic 1: Indigenous Peoples

A study of the recognition and rights of Indigenous peoples (Indigenous group chosen by the individual student).

Topic 2: Revolution

Students investigate the ways in which people and groups have challenged and then adapted to existing political structures, social organisation, and economic models before, during, and in the aftermath of the Russian Revolution.

Historical Study: Students inquire into, explore, interpret, and research a historical idea, event, person, or group in depth c.1750.

ASSESSMENT

Assessment Types

Historical Skills

Historical Study

Exam

YEAR LEVEL 12

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH Full Year

STAFF CONTACT

Erin Eckermann | Kate Vanderbom

SACE CREDITS 20

REQUIRED BACKGROUND

Nil

COURSE CONTENT

Modern Nations - Germany (19181948): Study of the aftermath of defeat after World War 1, the Liberal Experiment, Hitler’s rise to dictatorship and the Nazi state at peace and war.

The World Since 1945 - The Changing World Order (1945- ): Study of the Cold War including origins of the superpower rivalry, the nature, end and consequences of the Cold War.

Historical Study: Students undertake an individual historical study, chosen by them, based on an aspect of the world since c.1750.

ASSESSMENT

Collaboration and inquiry are at the heart of Society and Culture. Students explore contemporary challenges and global issues through investigation and experiencebased learning. This, along with collaborative social action, builds on the student’s ability to influence their own futures. This subject will challenge students to not only ask what issues they believe are valuable enough to study, but also how can they can contribute to and influence their community and society, now and in the future.

STAGE 1

SOCIETY & CULTURE

YEAR LEVEL 11

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT

Kate Vanderbom

SACE CREDITS 10

REQUIRED BACKGROUND

Nil

COURSE CONTENT

There are a variety of topics that can be studied depending on students’ experience, background and interests; these are subject to teacher discretion.

Topic 1: Culture

+ Youth Culture: Students study the ways in which the experience of being young has changed, in the Murraylands.

Topic 2: Contemporary Challenges

+ People and the Environment: Students analyse the positions / perspectives that people take on the environment and evaluate social and environmental issues that involve complex ethical judgements.

Topic 3: Current Social or Cultural Issues

+ School-based Issues in Australian Society: Students investigate their choice of a contemporary social or cultural issue of personal interest which has a school (secondary school) focus.

ASSESSMENT

Assessment Types

Source Analysis / Report Group Activity / Presentation

Individual Investigation

STAGE 2

SOCIETY & CULTURE

YEAR LEVEL 12

LEARNING AREA

Humanities & Social Sciences

COURSE LENGTH Full Year

STAFF CONTACT

Kate Vanderbom

SACE CREDITS 20

REQUIRED BACKGROUND

Nil

COURSE CONTENT

There are a variety of topics that can be studied depending on students’ experience, background and interests; these are subject to teacher discretion.

Topic 1: Cultural Diversity

+ Students study the difference between beliefs, values and attitudes and how these are linked to cultural change in Australia.

+ Students examine Australia’s TV medium and its portrayal of cultural diversity.

Topic 2: Contemporary Challenges

Social Ethics

+ Students identify and analyse ethical issues, and assess appropriate strategies to change these if appropriate.

+ Students choose to study a topic of interest on an ethical issue related to some aspect of birth and / or death.

Topic 3: Global Issues A Question of Rights

+ Students explore the notion of fundamental human rights for all people in a globalising world.

+ Students choose to study a product or service available in Australia for which there is little guarantee that there are no rights abuses involved in its production and / or delivery.

SENIOR SCHOOL YEAR 12 (STAGE 2)

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

Students studying German at Unity College uncover how German culture is closely linked with Australia’s past as well as with the English language in general. A study tour is an option*, in which students can practice their language skills and explore the delights of Germany at Christmas time.

GERMAN

YEAR LEVEL 10

LEARNING AREA Languages

COURSE LENGTH Full Year

STAFF CONTACT Sharon Gierus | Sophie Cox | Darien Penno

REQUIRED BACKGROUND

2 full semesters with a satisfactory achievement at Year 9.

COURSE CONTENT

Students further develop their ability to listen, read, speak and write in German guided by progress through a core textbook (Katzensprung 3). A major focus is the development of students’ “German” character, their ability to think and speak in the language.

ASSESSMENT

Assessment Types

Short Essays

Conversation and Communication Tasks

Reading Comprehensions

Exam (End of Semester)

SPECIAL INFORMATION

In Year 10, interested students can apply to participate in the SA German Exchange with families in Bavaria. The exchange usually happens in Year 11. German partners arrive in February and Australian students travel to Germany at the end of November and return in late January

*This will be dependent on current COVID restrictions at time of study.

STAGE 1

GERMAN CONTINUERS

YEAR LEVEL 11

LEARNING AREA Languages

MODE School of Languages

COURSE LENGTH Full Year

SACE CREDITS

10 (Semester 1) 10 (Semester 2)

STAFF CONTACT Darien Penno

REQUIRED BACKGROUND

Year 10 German

COURSE CONTENT

Stage 1 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics:

+ The Individual: My friends and family, school life

+ The German Speaking Communities: Film Study Sonnenallee and East German History

+ The Changing World: The World of Work

ASSESSMENT

Assessment Types

Investigation

Text Analysis

Text Production

Interaction

STAGE 2 GERMAN CONTINUERS

Stage 2 German Continuers with a passing grade earns Adjustment Factors for ATAR.

YEAR LEVEL 12

LEARNING AREA Languages

MODE School of Languages

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Darien Penno

REQUIRED BACKGROUND

Stage 1 German Continuers

COURSE CONTENT

Stage 2 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics:

+ The Individual

+ The German Speaking Communities

+ The Changing World

ASSESSMENT

School Based Assessment

In-Depth Study

External Assessment

Exam (including Oral Examination and Written Examination)

The School of Languages runs evening classes in Adelaide. Students selecting this course MUST commit to attending these classes in Adelaide via their own means of transport. This may involve parental support.

Students studying Japanese at Unity College enjoy learning about the intriguing culture, delicious food, festivals and language. Our exchange program with our sister school Chusugi, provides a clear purpose to learning and a fabulous opportunity to experience Japan first hand.

JAPANESE

YEAR LEVEL 10

LEARNING AREA Languages

COURSE LENGTH Full Year

STAFF CONTACT

Graeme Watkins

REQUIRED BACKGROUND

2 full semesters with a satisfactory achievement at Year 9.

COURSE CONTENT

Students in Year 10 begin to consider future pathways and prospects, including how Japanese may feature in these. Students develop listening, speaking, cultural awareness and sensitivity, reading and writing skills through role plays, comprehension tasks, grammar exercises, games and IT based tasks.

Topics include:

+ During The Summer Holidays

+ Fast Food and Fashion

+ Shopping

+ A Letter to a Pen Friend

ASSESSMENT

Assessment Types

Termly Assignment

Script and Vocabulary

Assessment Tasks

SPECIAL INFORMATION

One successful semester of Year 10 Japanese (preferably a C+ or higher) gives students the opportunity to participate in the bi-annual Cultural Tour to Japan*.

*This will be dependent on current COVID restrictions at time of study.

STAGE 1 JAPANESE CONTINUERS

YEAR LEVEL 11

LEARNING AREA Languages

COURSE LENGTH Full Year

SACE CREDITS

10 (Semester 1) 10 (Semester 2)

STAFF CONTACT

Graeme Watkins

REQUIRED BACKGROUND

Year 10 Japanese

COURSE CONTENT

Stage 1 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics. Themes include:

+ The Individual

+ The Japanese-speaking Communities

+ The Changing World

ASSESSMENT

Assessment Types Investigation

Text Analysis

Text Production Interaction

STAGE 2 JAPANESE CONTINUERS

Stage 2 Japanese Continuers with a passing grade earns Adjustment Factors for ATAR.

YEAR LEVEL 12

LEARNING AREA Languages

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Graeme Watkins

REQUIRED BACKGROUND

Stage 1 Japanese Continuers

COURSE CONTENT

Stage 2 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

+ The Individual

+ The Japanese-speaking Communities

+ The Changing World

ASSESSMENT

School Based Assessment

Folio 50%

In-Depth Study 20%

External Assessment

Exam (including Oral Examination and Written Examination) 30%

ESSENTIAL MATHEMATICS

GENERAL MATHEMATICS

The study of Year 10 Maths is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.

All students will study either General, Essential Mathematics or 10A Mathematics. These options correspond to their SACE equivalents in Year 11 and 12, with 10A leading to Mathematical Methods or Specialist Mathematics.

Year 10 Maths course selection is based on students results in Year 9 Maths.

YEAR LEVEL 10

LEARNING AREA Mathematics

COURSE LENGTH Full Year

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Year 9 Mathematics

COURSE CONTENT

Year 10 Essential Mathematics is for students requiring everyday numeracy skills with a focus on finance and trade skills.

This course is for students planning to take Essential Maths at Stage 1.

This course covers the following elements:

+ Financial Mathematics

+ Patterns and basic algebra

+ Linear relationships

+ Using units of measurment

+ Geometric reasoning

+ Chance

+ Data representation

+ Pythagoras and trigonometry

ASSESSMENT

Assessment Type

Skills & Application Tasks

Mathematical Investigations

YEAR LEVEL 10

LEARNING AREA Mathematics

COURSE LENGTH Full Year

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Year 9 Mathematics

COURSE CONTENT

Year 10 General Mathematics is for those students who have good skills and an interest in Mathematics.

This course is for students planning to take General Maths at Stage 1.

This course covers the following elements:

+ Financial Mathematics

+ Patterns and basic algebra

+ Linear relationships

+ Using units of measurment

+ Geometric reasoning

+ Chance

+ Data representation

+ Pythagoras and trigonometry

ASSESSMENT

Assessment Type

Skills & Application Tasks

Mathematical Investigations

10A MATHEMATICS

YEAR LEVEL 10

LEARNING AREA Mathematics

COURSE LENGTH Full Year

STAFF CONTACT Scott Spargo

RECOMMENDED BACKGROUND

Achieved excellent results in Year 9.

Please Note: Student selection is via nomination from Year 9 Maths teacher.

COURSE CONTENT

Year 10A Mathematics is a course for those students who have not only good skills but a special interest in Mathematics.

This course is for students planning to take Maths Methods and Specialist Maths at Stage 1.

This course covers several broad areas:

+ Algebra

+ Quadratics

+ Coordinate Geometry

+ Exponential Functions and Logarithms

+ Number Skills

+ Formulae and Functions

+ Trigonometry

+ Linear and Simultaneous Equations

+ Real Numbers

+ Patterns

ASSESSMENT

Assessment Type

Skills and Application Tasks

Mathematical Investigation

STAGE 1 ESSENTIAL MATHEMATICS A&B

YEAR LEVEL 11

LEARNING AREA Mathematics

COURSE LENGTH

2 Individual Semesters

(Course A - Semester 1 and Course B - Semester 2)

SACE CREDITS 10 per semester

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Completion of Year 10 Mathematics.

COURSE CONTENT

This subject addresses mathematical concepts that allow students to complete the Stage 1 requirement for their SACE.

The focus of the course is to maintain the skills and understanding to prepare, students to enter trades or traineeships but with a focus to provide life skills for the future.

The following areas of study are completed (3 each semester):

+ Calculators, time and ratio

+ Earning and Spending

+ Geometry

+ Investing

+ Measurement

+ Data in context.

ASSESSMENT

Assessment Type

Skills & Application Tasks

Folio Tasks

STAGE 1 GENERAL MATHEMATICS A&B

YEAR LEVEL 11

LEARNING AREA Mathematics

COURSE LENGTH

2 Individual Semesters

(Course A - Semester 1 and Course B - Semester 2)

SACE CREDITS 10 per semester

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Course A: Successful completion of Year 10 General Mathematics at a C level or higher.

Course B: Successful completion of Year 10 General Mathematics and Stage 1 General Mathematics A at a C level or higher or Stage 1 Mathematical Methods A.

COURSE CONTENT

In this subject, there is an emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically.

Stage 1 General Mathematics consists of the following six topics:

+ Topic 1: Investing and borrowing

+ Topic 2: Measurement

+ Topic 3: Statistical investigation

+ Topic 4: Applications of trigonometry

+ Topic 5: Linear and exponential functions and their graphs

+ Topic 6: Matrices and networks.

ASSESSMENT

Assessment Type

Skills & Application Tasks

Mathematical Investigation

STAGE 1 MATHEMATICAL METHODS A&B

YEAR LEVEL 11

LEARNING AREA Mathematics

COURSE LENGTH

2 Individual Semesters

(Course A - Semester 1 and Course B - Semester 2)

SACE CREDITS 10 per semester

STAFF CONTACT Scott Spargo

RECOMMENDED BACKGROUND

Course A: Successful completion of 10A Mathematics at a C level or higher.

Course B: Successful completion of 10A Mathematics and Stage 1 Mathematical Methods A at a C level or higher.

COURSE CONTENT

Mathematical Methods is a course for those students who have good skills and an interest in high level Mathematics

Stage 1 Mathematical Methods A covers several broad areas. Each area has sub-sections:

+ Functions and Graphs

+ Polynomials

+ Trigonometry

+ Counting and Statistics

Stage 1 Mathematical Methods B covers two broad areas – Calculus and Statistics. Each part has subsections:

+ Growth and Decay processes

+ Introduction to Differential Calculus

+ Counting and Statistics.

ASSESSMENT

Assessment Type

Skills & Application Tasks

Mathematical Investigation

Please Note: It is possible to move between Maths subjects at the completion of any Semester. This will be done in consultation with the Maths teacher and Learning Area Coordinator.

STAGE 1 SPECIALIST MATHEMATICS

YEAR LEVEL 11

LEARNING AREA Mathematics

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Successful completion of Year 10A Mathematics AND Stage 1 Mathematics Methods at a C level or higher.

COURSE CONTENT

Stage 1 Specialist Mathematics is organised into topics that broaden students’ mathematical experience, and provide a variety of contexts for incorporating mathematical arguments and problem-solving. The topics provide a blending of algebraic and geometric thinking. In this subject there is a progression of content, applications, and level of sophistication and abstraction.

Key concepts from 10A Mathematics in the Australian Curriculum required for the study of Stage 1 Mathematics, Stage 2 Mathematical Methods, and Stage 2 Specialist Mathematics have been incorporated into the relevant topics.

+ Vectors in the plane

+ Further trigonometry

+ Real and complex numbers.

ASSESSMENT

Assessment Type

Skills & Application Tasks

Mathematical Investigation

STAGE 2 ESSENTIAL MATHEMATICS

YEAR LEVEL 12

LEARNING AREA Mathematics

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Successful study at Stage 1 Mathematics.

COURSE CONTENT

Essential Mathematics is designed to develop the skills and understanding to prepare, students to enter trades or traineeships as well as provide life skills for the future.

The following areas of study are completed:

+ Scales, Plans and Models

+ Measurement

+ Business Applications

+ Statistics

+ Investment and Loans ASSESSMENT School Based Assessment

STAGE 2 GENERAL MATHEMATICS

YEAR LEVEL 12

LEARNING AREA Mathematics

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Successful completion of Stage 1 General (or higher) Mathematics at a C level or higher.

COURSE CONTENT

Stage 2 General Mathematics consists of the following topics:

+ Modelling with linear relationships

+ Modelling with matrices

+ Statistical models

+ Financial models

+ Discrete models

STAGE 2 MATHEMATICAL METHODS

Stage 2 Mathematical Methods with a passing grade earns Adjustment Factors for ATAR.

YEAR LEVEL 12

LEARNING AREA Mathematics

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Successful completion of Stage 1 Mathematical Methods at a C level or higher.

COURSE CONTENT

Mathematical Methods covers areas that allow students to proceed into careers requiring mathematical knowledge and skills, and also into any mathematical and science based tertiary courses

This course covers two broad areas

– Calculus and Statistics. Each part has sub-sections:

+ Further differentiation

+ Integral calculus

+ Logarithmic functions

+ Random variables

+ Sampling and confidence intervals.

ASSESSMENT School

YEAR LEVEL 12

STAGE 2 SPECIALIST MATHEMATICS

LEARNING AREA Mathematics

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Successful completion of Stage 1 Specialist Mathematics and Mathematical Methods at a C level or higher.

COURSE CONTENT

Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus.

The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.

Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.

Stage 2 Specialist Mathematics consists of the following six topics:

+ Mathematical induction

+ Complex numbers

+ Functions and sketching graphs

+ Vectors in three dimensions

+ Integration techniques and applications

+ Rates of change and differential equations.

ASSESSMENT School Based Assessment

& Application

Stage 2 Specialist Mathematics with a passing grade earns Adjustment Factors for ATAR.

Agriculture encompasses the primary industries and includes enterprises such as livestock, broadacre cropping and horticulture. The study of Agriculture sees students develop and apply their knowledge and understanding of concepts from science, technology, economics and marketing. Work health, safety and ethical principles underpin all aspects of this subject.

YEAR 10 AGRICULTURE A

YEAR LEVEL 10

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT

Jessica Fegan | Scott Spargo

RECOMMENDED BACKGROUND

It is an advantage to have completed Year 9 Agriculture.

COURSE CONTENT

This course foccuses on Dryland Farming and Crop Production on broad-acre property.

Seed Germination: Students design a practical based upon seed germination. Students look at influencing factors such as; seedling depth, salinity, rainfall, drought, seed varieties. They will learn to identify different crops.

Dryland Farming: Students establish and run their own cropping enterprise. They explore the best industry practice for; crop rotations, pasture management, tillage systems, weed controls, types of crops and explore end uses.

Chemical Resistance Report: Students explore why plants developing ‘chemical resistance’ to herbicides (Glyphosate), pesticides and insecticides is an issue in agriculture. Students will explore weed control methods such as; disease, pest and weed management, pasture management, crop rotations and sustainable practices. They will learn to identify different weeds.

Soil & Plants (Test): Students will be tested on their ability to understand; soil properties, plant growth, reproduction and the effect different farming methods have on cropping

ASSESSMENT

Assessment Type

Assessment Tasks Test

YEAR 10 AGRICULTURE B

YEAR LEVEL 10

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT

Jessica Fegan | Scott Spargo

RECOMMENDED BACKGROUND

It is an advantage to have completed Year 9 Agriculture.

COURSE CONTENT

This course focuses on Beef Cattle production, specifically MSA grading and livestock assessment.

Beef Cattle Visual Assessment: Students participate in weighing, condition scoring and visual assessment of steers. Specifically exploring condition scoring, muscle scoring and visual assessment, and why these factors are important.

Beef Cattle Condition Scoring: Students predict growth rates of steers. They will visually assess Beef Cattle for condition score (muscle & fat) and explore market categories. Students explore MSA grading and standards.

Beef Cattle Carcase Attributes: Beef Cattle production is explored and discussed through the implications of slaughter production chains and feedlot technology advancements. Students will explore different breeding methods such as; Artificial Insemination (A.I) & Embryo Transfer (E.T).

Beef Cattle Practical: Students are involved in Beef Cattle handling and Show preparation of livestock. Students will be involved in animal husbandry, weighing, washing and leading cattle.

Interpreting Market Data (Test): Students are tested on their ability to understand beef cattle market data. They will need to compare domestic/export markets and breeding technologies.

ASSESSMENT

Assessment Type Assessment Tasks Test

STAGE 1 AGRICULTURE A

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Jessica Fegan | Scott Spargo

RECOMMENDED BACKGROUND

It is an advantage to have completed Year 10 Agriculture.

COURSE CONTENT

The course focuses on Emerging Trends in Agriculture and Value Adding.

Production, Marketing & Value Adding: Students select produce to value add, market and sell. This will be reported on including procedure, resources, management plan, financial plans, gross margins, marketing, risk management, quality assurance and ethics.

Emerging Trends in Agriculture: Students explore emerging trends in Agriculture such as; Buffalo Farming, Kangaroo Farming, Organic/Vertical Plants, Hydroponics and other niche markets including the implications that affect supply and demand. They will look at how consumers affect what farmers are producing.

Livestock Assessment: Students participate in animal handling practical activities –weighing, condition scoring, and visual assessment. Students collect and collate weight, condition scores and make visual assessments on Cattle, Sheep & Goat’s structure.

Technology in Agriculture (SHE Task): Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.

ASSESSMENT

Assessment Type Assessment Tasks

NOTE: If only one semester of Agriculture is offered at Stage 1 it will be a combination of Agriculture A & B.

STAGE 1 AGRICULTURE B

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Jessica Fegan | Scott Spargo

RECOMMENDED BACKGROUND

It is an advantage to have completed Year 10 Agriculture.

COURSE CONTENT

The course focuses on Pig and Livestock Production.

Sheep Production – Feedlot Trial: As a class, student’s undertake a 6 week sheep feedlot enterprise. Students will explore all the management, processing and other aspects from ‘paddock to plate’ of sheep production. Sheep will be grain-fed and then slaughtered for further processing. Students will then be involved in packaging and selling the meat (chops/sausages/ roasts) to the community, and evaluate profit.

Pig Production (Feed Conversion & Carcase) Assessment: Students collect and collate weights, analyse data and make visual assessments on pig’s growth rates, specifically exploring feed conversion rates, average daily weight gain and farm management. Students participate in pig handling practical activities.

Pig Production: Students explore and discuss the implications of slaughter production chains and technology advancements on production of pigs. Students analyse and interpret data and make assumptions linked to breeding and genetic selection.

Technology in Agriculture (SHE Task): Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.

ASSESSMENT Assessment Type Assessment Tasks

STAGE 2 AGRICULTURE

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Jessica Fegan | Scott Spargo

RECOMMENDED BACKGROUND

It is an advantage to have completed Stage 1 Agriculture.

COURSE CONTENT

Agricultural Reports 1 - Soil

Practical: The class will conduct an investigation comparing the effect different soil types have on plant growth. They will explore pH, soil texture, and the role of nutrients in soils. Exploration of sustainable land management practices and the challenges presented.

Agricultural Reports 2 - Dairy Milk Production Investigation: Students explore Dairy Cattle management practices, milk production and factors that influence milk production. They investigate industry benchmarks by comparing farming methods and discussing the impact of global market forces on local pricing.

Agricultural Reports 3 - Technology in Agriculture Task: Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.

Applications Task 1 – Beef Cattle Assessment: Students use Meat Livestock Australia’s Beef Specs Calculator to predict growth rates of steers. Students visually assess Beef Cattle for condition score (muscle & fat) and explore market categories. Students evaluate carcase data, linked to MSA grading and standards.

Applications Task 2 – Wether Trial

Microbial Ruminant Digestion: Students explore the impact of probiotics on ruminant animals (sheep). They will design their own ‘mock trial’ where they will need to explore Animal Production and Agribusiness through enterprise management and analysis and farm systems. They will participate in sheep handling practical activities, including weighing and condition scoring sheep.

Applications 3 - Animal Production (TEST): Written test with short and extended response questions covering the key ideas on animal reproduction and genetics.

Experimental InvestigationAssessment Type 3: Students will select an Agricultural Production area of interest. They will need to investigate, conduct and evaluate the productivity and profitability on their chosen topic.

+ Part A: Production Plan including Procedure, Resources Required, Management Plan, Financial Plans, Gross Margins, Marketing, WHS Risk Management, Quality Assurance and Ethics.

+ Part B: Production Report, Actual Gross Margin and Evaluation.

ASSESSMENT

Assessment Type

Agricultural Reports 1-3 and Applications Tasks 1-3 70%

Experimental Investigation - Assessment Type 3 30%

At Unity, the Science curriculum encompasses Biology, Chemistry, Nutrition, Physics and Psychology - contributing to developing scientifically literate global citizens who will better be able to make informed decisions about their personal lives and how environments can be sustained.

SCIENCE

The study of Year 10 Science is a COMPULSORY Australian Curriculum requirement for all Year 10 students and runs for a full year.

YEAR LEVEL 10

LEARNING AREA Sciences

COURSE LENGTH Full Year

STAFF CONTACT Scott Spargo

REQUIRED BACKGROUND

Year 9 Science

COURSE CONTENT

Students complete 10 weeks of the following subjects with a specialist teacher:

+ Chemistry

+ Biology

+ Physics

+ Psychology / Nutrition

ASSESSMENT

Assessment Type

Skills Tasks

Practical Tasks

Investigation

Exam

STAGE 1 BIOLOGY A&B

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH

1 Semester (per course)

SACE CREDITS

10 (for each semester)

STAFF CONTACT

Christa Oosthuizen | Scott Spargo

RECOMMENDED BACKGROUND

Successful completion of Year 10 Science at a C level or higher in required.

COURSE CONTENT

The Biology A course consists of the following topics:

+ Cells and Microorganisms: Using microscopes to study the structure and function of plant and animal cells.

+ Infectious Disease: Studying the structure, spread and impact of infectious disease.

The Biology B course consists of the following topics:

+ Multicellular Organisms: Examining the structure and function of various multicellular organisms.

+ Biodiversity and Ecosystem Dynamics: Investigating the interactions between living things and the environments in which they live.

ASSESSMENT

Assessment Type 1

Two Practical Investigations

One Science as A Human Endeavour Investigation

Assessment Type 2

Two Skills and Applications Tasks

STAGE 2 BIOLOGY

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Christa Oosthuizen | Scott Spargo

REQUIRED BACKGROUND

Completion of at least one semester of Stage 1 Biology is recommended.

COURSE CONTENT

This course encourages students to explore mutations and how it causes genetic disorders. Students develop a range of practical skills and techniques through investigations into biotechnology. They have an opportunity to participate in problem-solving by implementing scientific evidence to make informed decisions about controversial issues like designer babies, cloning and the use of CRISPR.

+ Topic 1: DNA and Proteins

+ Topic 2: Cells as the basis of life

+ Topic 3: Homeostasis

+ Topic 4: Evolution

ASSESSMENT

Assessment Type 1

Two Practical Investigations

One Science as A Human Endeavour Investigation

Assessment Type 2

30%

Four Skills and Applications Tasks 40%

Assessment Type 3

External Examination

30%

STAGE 1 CHEMISTRY A&B

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH

1 Semester (per course)

SACE CREDITS

10 (for each semester)

STAFF CONTACT

Andrew Beaven | Scott Spargo

RECOMMENDED BACKGROUND

Successful completion of the Chemistry units of Year 10 Science.

COURSE CONTENT

The main topics covered at Stage 1 Chemistry A are:

+ Materials and Their Atoms

+ Combining Atoms

+ Organic and Biological Chemistry

The main topics covered at Stage 1 Chemistry B are:

+ Mixtures and Solutions

+ Redox Reactions

+ Acids and Bases

ASSESSMENT

Assessment Type

Skills & Application Task

Investigations Folio

**Assessment is per semester

SPECIAL INFORMATION

It is recommended that students wishing to continue on to Stage 2 Chemistry successfully complete Stage 1 Chemistry A and B.

STAGE 2 CHEMISTRY

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Andrew Beaven | Scott Spargo

REQUIRED BACKGROUND

Successful completion of at least 1 semester of Stage 1 Chemistry.

COURSE CONTENT

The four topics covered at Stage 2 are:

+ Monitoring the Environment

+ Managing Chemical Processes

+ Organic and Biological Chemistry

+ Managing Resources

STAGE 1 NUTRITION

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Carlee Stewart | Scott Spargo

RECOMMENDED BACKGROUND

Successful completion of Year 10 Science at a C level or higher.

COURSE CONTENT

Stage 1 Nutrition has two main topics:

+ Macro and Micro Nutrients: Looking at where energy comes from and the different sources of energy as well as the role of vitamins and minerals in the body. Diseases of over-nutrition and under-nutrition are also investigated within this unit.

+ The Australian Guideline to Healthy Eating: The government set guidelines which determine what foods people should be eating, in what quantities and from what sources. In addition to this, how to modify recipes to minimize their salt, fat and sugar content.

ASSESSMENT

Assessment Type

Skills & Assessment Tasks: Semester Exam

Investigations Folio: Practical Report and Science as a Human Endeavor (SHE) Investigation

STAGE 2 NUTRITION

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Carlee Stewart | Scott Spargo

REQUIRED BACKGROUND

+ Successful completion of a Stage 1 Science.

+ Completion of Stage 1 Nutrition is advantageous.

COURSE CONTENT

Stage 2 Nutrition has three main topics:

+ Principles of nutrition, physiology and health

+ Health promotion and emerging trends

+ Sustainable food systems

ASSESSMENT

STAGE 1 PHYSICS A&B

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH

1 Semester (per course)

SACE CREDITS

10 (for each course)

STAFF CONTACT

Adam Croxford | Scott Spargo

RECOMMENDED BACKGROUND

Successful completion of Year 10 Science at a C level or higher.

COURSE CONTENT

Physics involves inquiry based learning and a high degree of skill in application of the course concepts using the Scientific Method.

Key topics in Stage 1 Physics A are:

+ Electricity

+ Heat

+ Waves and Light

Key topics in Stage 1 Physics B are:

+ Motion and Forces including Kinematics and Dynamics

+ Energy

+ Atomic and Nuclear Physics including Radioactivity

ASSESSMENT

Assessment Type

Skills & Applications Tasks

Investigations Folio

**Assessment is per semester

STAGE 2 PHYSICS

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Andrew Beaven | Scott Spargo

REQUIRED BACKGROUND

+ Successful completion of Stage 1 Physics B at a C level or higher.

+ Successful completion of Stage 1 Physics A is an advantage.

COURSE CONTENT

Stage 2 Physics involves hands on and inquiry based learning with a high degree of skill in application of the Scientific Method.

Key topics are:

+ Motion and Relativity

+ Electricity and Magnetism

+ Light and Atoms

STAGE 1 PSYCHOLOGY

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT

Sebastian Hogan | Scott Spargo

RECOMMENDED BACKGROUND

Successful completion of Year 10 Science at a C level or higher

COURSE CONTENT

Stage 1 Psychology is comprised of a number of topics. By the end of the course, students will have completed two of:

+ Cognitive Psychology

+ Neuropsychology

+ Lifespan Psychology

+ Emotion

+ Psychological Wellbeing

+ Psychology in Context

+ Negotiated Topic

ASSESSMENT

Assessment Type

Skills & Applications Tasks

Investigations Folio

STAGE 2 PSYCHOLOGY

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT

Carlee Stewart | Scott Spargo

REQUIRED BACKGROUND

Successful completion of a Stage 1 Science.

Completion of Stage 1 Psychology would give students an advantage but this is not compulsory

COURSE CONTENT

Stage 2 Psychology is consists of the following compulsory topics:

+ Psychology of the individual

+ Psychological Health & Wellbeing

+ Organisational Psychology

+ Psychology of learning

ASSESSMENT

Unity College promotes and supports the Christian faith in all that it does. Christian Studies is seen as an integral subject and a central element in assisting students in coming to a better understanding of God’s love for them and how to make sense of the world.

Christian Studies is COMPULSORY for all Senior School students and runs for a full year.

CHRISTIAN STUDIES (YEAR 10)

YEAR LEVEL 10

COURSE LENGTH

Full Year COMPULSORY

STAFF CONTACT

Adam Yeager | Christian Neumann

COURSE OUTLINE

Topics include:

+ World Religions

+ Faith in Action

+ Beliefs in the Modern World

A range of resources, stimulus material and teaching practices will be employed; such as documentaries, interviews, movies, group discussion, journaling, writing, presentations, research, orals and demonstrations.

RETREAT

A retreat is held in Term 1 containing a strong Christian Studies and spiritual aspect. The theme “Life As A Journey” is woven through retreat activities, promoting self-worth, supportive relationships and coping with obstacles.

ASSESSMENT

Christian Studies is assessed through a mixture of modes including written, oral, multi-media and presentation tasks. Each student completing the course requirements will achieve a graded mark.

CHRISTIAN STUDIES (YEAR 11)

There are four (4) electives within Year 11 Christian Studies (as listed under Course Content). Students will have the opportunity to select and apply for their most preferred electives during the Course Counselling process.

YEAR LEVEL 11

COURSE LENGTH

Full Year COMPULSORY

SACE CREDITS

10 (Semester 1) + 10 Stage 1 (Semester 2)

STAFF CONTACT

Adam Yeager | Christian Neumann

COURSE CONTENT

Semester 1

+ Peer Support: Peer Support Leaders work with a small group of Year 6 students on a range of life skills and group work activities. Peer Support positions are limited and via an application/ selection process.

+ Service Learning: What is Social Justice and Christian Service? Students take part in both large group and self designed small group service projects at school and in the community.

Semester 2

+ Ethical Frameworks for Teenagers: This course is built around exploring and evaluating various ethical frameworks for decision making, with a special emphasis on situations teenagers might find themselves dealing with in everyday life. The Christian point of view is examined side by side with other worldviews on what it might mean to live the “good” life. Areas of focus are the ethics of the party life, is it really my body my rules?, Fair Trade, the problem with surveillance technology, slavery in the 21st century and should an algorithm decide who dies in an automated car crash?

+ Spiritualities, Religion and Meaning: Students will be given the opportunity to explore a range of important, challenging and complex ideas including purpose and meaning, identity, suffering, relationships/sexuality, and inequality and supported to reflect upon what they believe about these important life topics and how their beliefs shape their lives. A Biblical understanding of these topics will be reflected on, and students encouraged to decide whether or not those ideas are applicable in a 21st century context.

+ Indonesia Service Learning Program: In 2024 Unity College will reintroduce a Service Trip to Indonesia supporting our partnership schools SMA HKBP School and SD HKBP School. Please see page 58 for a complete outline. Positions in this elective are limited and via an application/selection process.

ASSESSMENT

A variety of assessment modes including practical activities, involvement, written work, oral presentations, multi media and other presentation tasks.

Christian Studies is COMPULSORY for all Senior School students and runs for a full year.

CHRISTIAN STUDIES (YEAR 11)

INDONESIA SERVICE LEARNING PROGRAM

YEAR LEVEL 11

COURSE LENGTH

1 Semester (Semester 2 ONLY)

SACE CREDITS 10

STAFF CONTACT

Adam Yeager | Christian Neumann

COURSE CONTENT

The Indonesia Service Learning Program allows students to contribute to the Unity College partnership program with SMA HKBP School and SD HKBP school. This program is designed to promote relationships with an overseas community that will impassion the whole school and allows students to have the opportunity to serve God through service to others. While engaged with the experiential program students will complete learning towards the SACE Integrated Learning subject. This will involve planning and preparation for the mission, delivery of English language programs and Australian cultural lessons for the SMA HKBP School and SD HKBP School in Pematangsiantar, Sumatra, Indonesia. Students will also be involved in the devotional and worship life of the partnership with Lutheran schools. The in country experiential program will run for approx. 10 days and will incur some additional costs, as well as some fundraising opportunities to support local projects in Indonesia, in association with the partnership.

ASSESSMENT

Assessment Type 1: Practical

Exploration Engagement in the Service Learning program and development of the partnership between the Indonesian schools and Unity College. Completion of in country reflection and evidence of learning journals allows for the development of the SACE Intercultural Understanding Capability.

Assessment Type 2: Connections

Creation of a portfolio of lesson and resource planning ideas suitable for the Indonesian partnership students. Implementation and creation of lessons allows for the development of the SACE Literacy Capability.

Assessment Type 3: Personal Venture

Completion of a review of the Service Learning trip, including creation of reflective resources used to create articles for publishing within the Unity eNews and Update, as well as the creation of relevant Assembly and Devotional Presentations around the learning processess from the trip. This review allows for the development of the SACE Personal and Social Capability.

ADDITIONAL CONSIDERATIONS

Participation in this course requires students to be able to complete the Indonesian Service Learning Trip to Pematansiantar, Sumatra, Indonesia in approx. Sept/Oct 2024. The parent/caregiver will be required to meet any associated costs for this course and the associated travel, as communicated by the school.

CHRISTIAN STUDIES (YEAR 12)

YEAR LEVEL 12

COURSE LENGTH Full Year COMPULSORY

STAFF CONTACT Adam Yeager

COURSE CONTENT

Term 1- Philosophy and the meaning of life: A basic introduction into Philosophical concepts and a way of thinking which encourages students to deeply examine the cultural narrative that they are living out of.

Term 2 - Relationships and Sexuality in Australia: An honest exploration of how relationships and sexuality play out in Australian culture.

Term 3 - Death and the Nature of Truth: A chance to reflect on how a person’s beliefs about death and the nature of truth ultimately inform how a person makes decisions about their values and belief systems.

Term 4 - Farewell Devotion

This Christian Studies course gives students:

+ Opportunity to explore important existential issues in a nonthreatening situation

+ Encouragement to think through contemporary ideas and societal values, and to further develop their own opinions and values within a Christian context

+ Access to another “pastoral” group/person as they face the pressures of Year 12 and life beyond school

+ Exposure to a wide range of belief systems and philosophies in order to help them refine their own belief-systems

ASSESSMENT

A range of assessment tools will be used including some written responses and group work tasks.

NOTE: Year 12 Christian Studies is assessed as either satisfactory or non-satisfactory.

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Vocational Education & Training

VET at Unity College

If you are interested in a VET Course that the school offers on-site or off-site you will need to complete a VET Enrolment Application Form which is available from the Pathways’ Office.

WHAT IS VET?

VET stands for Vocational Education and Training. In other words, VET is education and training that gives you skills and knowledge for work.

VET operates through a national training system, particularly for the trades and other industries, and is certified by Registered Training Organisations, like TAFE.

WHY STUDY VET?

VET is an excellent choice of study for many students. It includes practical, hands-on learning, which suits many students, but it also leads to excellent jobs in a huge array of fields.

Studying VET as part of the SACE gives students a head-start on a qualification, which is a great way to fast-track progress towards a rewarding career.

CAN A STUDENT STUDY MORE THAN ONE VET COURSE?

A student can only study 1x subsidised VET course per year.

Please note, that undertaking multiple VET courses will impact both funded and school subsidies.

WILL STUDENTS HAVE STUDY LESSONS?

Students will only have study lessons if they are completing a course where they are missing out on other lessons (eg. one day a week courses - Certificate II Engineering Pathways). Study lessons will only begin once the course has commenced and will be in consultation with the VET Coordinator. Students must use study

lessons effectively and consistently to meet the deadlines of the VET Course and school studies.

HOW DOES VET COUNT TOWARDS SACE CREDITS?

Each qualification is different, with varying compulsory and elective options, so the SACE credits to be gained varys according to the VET qualification a student is studying.

SACE recognises VET courses at either Stage 1 or Stage 2 level, with the number of SACE credits dependent on the nominal hours completed. A completed Certificate III qualification can contribute 20 SACE Stage 2 credits toward an ATAR.

Up to the maximum credit allocation, students can earn:

+ 5 SACE credits for the completion of 35 nominal hours of VET towards a VET qualification + 10 SACE credits for the completion of 70 nominal hours of VET towards a VET qualification.

Units of competency are only granted SACE credits once. The SACE Credits are not guaranteed. Students must pass all competencies to gain the SACE Credits advertised. If students are absent they are at risk of not completing competencies and the certificate.

HOW MUCH DOES VET COST?

All VET courses both on-site and off-site have an administration fee that will be invoiced at the time of enrolment. The administration fee is $50 for a semester course and $100 for full year courses. For short courses (courses less than a term in length) no administration fee is charged.

The cost of VET courses offered on-site can be found in the VET Enrolment Application Form. For courses off site, this information is not known until later in the year. This information will be communicated as soon as it is available and a decision will need to be made whether your child continues with the VET course. The Pathways Office is able to give you an indication of the course cost from previous years.

Unity College will pay 40% of VET training costs charged by the provider, up to a maximum of $750, on courses over $300. Should the course not be completed successfully Unity College reserves the right to recoup the subsidy. The maximum subsidy per year will be $750 regardless of the number of courses a student may participate in. The parent/caregiver is responsible for any amount not covered by the subsidy and this will be charged to their Other Charges Account. If the course is offered at Unity College and the student choses to participate externally, the college reserves the right to pass on the full cost of the course.

The parent/caregiver will be required to meet any other associated costs with the course (eg uniform, safety requirements, travel, resources).

If a student changes schools or their mind before their VET course commences, Unity College is not obliged to pay for the VET course. Unity College may identify a student to take their place, but if the school is unable to find someone to fill the place then the student leaving will be charged for the course. If a student changes schools or their mind in the middle of the course, Unity College will seek reimbursement for the course cost from the student.

Please note all costs listed are correct as of July 2023 and are subject to change.

WHAT SCHOOL SUBJECTS SHOULD STUDENTS STUDY WITH A VET COURSE?

From experience, students who are in a one day a week VET Course find it difficult to keep up with their subject load if studying subjects such as Specialist Maths, Sciences, Music and Languages.

WHEN DOES WORKPLACE LEARNING NEED TO BE COMPLETED?

Some courses require the students to complete Workplace Learning. Where possible, this needs to be completed in school holidays.

CAN A STUDENT WITHDRAW FROM A VET COURSE?

VET courses are competitive and there are limited places in each course. Therefore a student’s place in a VET course is something to value and they should be confident that the VET course would interest them. A student can only withdraw from a VET course before the end of Week 3, Term 1 for Semester 1 courses; or Week 1, Term 3 for second semester courses. Full course fees may still apply.

HOW DO I APPLY FOR A VET COURSE?

All students who wish to complete a VET course on site, will need to complete a Trade Skills Centre Enrolment Application Form available from the Pathways Office or by contacting Jasmine Barolo (jbarolo@unitycollege.sa.edu.au).

CAN A STUDENT PARTICIPATE IN OTHER SCHOOL EVENTS ON THEIR

VET DAY?

If a student has a one day a week VET course their priority is their VET Course. If they miss a day from their VET Course they are at risk of not completing competencies. If there is a whole school event or year level event on their VET day the Trade Skills Centre Manager and Year Level Coordinator will inform the students of the arrangements.

ARE THERE OTHER VET COURSES ON OFFER?

There are other VET courses in the region and metropolitan areas that students can access. A list of courses is available from the Pathways Office.

CERTIFICATE II ENGINEERING PATHWAYS

YEAR LEVEL 11

COURSE CONTACTS Carlee Stewart

LECTURER TAFE SA

COURSE LENGTH Full Year

SACE CREDITS Min 50 Stage 1

QUALIFICATION

MEM20422 Certificate II in Engineering Pathways

COURSE STRUCTURE

One full day per week (day to be negotiated)

COURSE OUTLINE

This qualification is intended for people interested in exposure to an engineering or related working environment, with a view to entering into employment in that area. This qualification will equip graduates with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment.

There are 12 competencies covering a range of engineering subjects including fabrication, machining, welding, using tools and equipment, assembling engineering mechanisms and career development. The course finishes with students undertaking a group engineering project.

COURSE STRUCTURE

This VET course will run one day per week and students will also have course homework. Students will be absent during subject lessons and will need to make a commitment to catching up on schoolwork missed. The course will commence Week 2, Term 1, 2024.

UNIFORM

Safety glasses, safety boots (steel toed), cotton press long sleeved shirt and cotton press navy work pants (long) must be worn at all times in the workshop area. Students may provide their own boots and pants. The shirt will need to be purchased from the Unity College Uniform Shop and costs $46. A Trade Skills Centre jumper will also be available as a special order from the uniform shop.

We recommend that students supply their own welding helmet (shared helmets are provided but must be cleaned after each use).

WORKPLACE LEARNING

Students are encouraged to complete Workplace Learning during their course in 2024. Students can complete these hours during school holidays.

COST

More information will be provided at Course Counselling on the VET Readiness Orientation (VETRO) subsidy and to check eligibility. In 2023 the course fee was $264 for students meeting the eligibility requirements of VETRO. The 2024 course fee is still to be confirmed. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2024 and resources cost of $25 (includes MIG Welding gloves and safety glasses).

COMPETENCIES

MEM13015

MEMPE005

MEMPE006

MSMENV272

MEM11011

CORE

Work safely and effectively in manufacturing and engineering

Develop a career plan for the engineering and manufacturing industries.

Undertake a basic engineering project

Participate in environmentally sustainable work practices

ELECTIVES

Undertake manual handling

MEM16006 Organise and communicate information

MEM16008 Interact with computing technology

MEM18001 Use hand tools

MEM18002

Use power tools / hand held operations

MEMPE002 Use electric welding machines

MEMPE004 Use fabrication equipment

MEMPE007

MEMPE001

PATHWAYS

Pull apart and re-assemble engineering mechanisms OR

Use engineering workshop machines (Lathe and Mill)

(Only one (1) of these allowed)

+ Certificate III Engineering (needs to be completed under an Apprenticeship), other trade related careers

NOTE

Fees and units are subject to change and this will be communicated as required. This course will only run on site at Unity College when numbers meet minimum requirements.

YEAR LEVEL 10/11

CERTIFICATE III FITNESS

COURSE CONTACTS Carlee Stewart | Jasmine Barolo

SUPERVISOR Lewis Mau

COURSE LENGTH

Full Year (Year 10 Semester 2 / Year 11 Semester 1)

SACE CREDITS 90 MAX Stage 2

COURSE STRUCTURE Within subject line

QUALIFICATION

SIS 30321 Certificate III in Fitness (Gym Instructor)

COURSE OUTLINE

With a Certificate III in Fitness, specialising as a Gym Instructor, students will work as part of a team of fitness professionals in a gym providing advice on using gym equipment and writing exercise programs, while also contributing to daily operations. The course will also include visits to fitness centres.

SELECTION CRITERIA

Intake Semester 2 2024 (Year 10 Students):

Students will begin in Semester 2 2024 and continue into Semester 1 2025 (Year 11). Students in the Specialist Sport Program will be given priority.

Students meeting the criteria will need to complete a Trade Skills Centre Enrolment Form. Students may be interviewed and will be notified if they are successful in gaining a place.

COURSE STRUCTURE

This is a VET course that will be run within a subject line. However, students may be required to attend some after school activities and participate in excursions. It is the student’s responsibility to catch up on any class time missed.

UNIFORM

Students will be required to wear Unity College PE Uniform.

COST

The subsidised course fee in 2024 is $599.40 (full course cost is normally $999) plus an administration fee of $100. Cost is inclusive of excursions with industry mentors.

WORKPLACE LEARNING

To gain a Certificate III in Fitness students need to complete 30 hours of Work Placement. Students will complete 20 hours of work placement during school time. An additional 10 hours will need to be arranged by the student in their own time (eg. school holidays or before/after school).

COMPETENCIES (STANDARD STREAM)

CORE

HLTAID011

SISFFIT040

SISFFIT047

SISFFIT032

Provide First Aid

Develop and instruct gym-based exercise programs for individual clients

Use anatomy and physiology knowledge to support safe and effective exercise

Complete pre-exercise screening and service orientation

SISFFIT033 Complete client fitness assessments

SISFFIT052 Provide healthy eating information

SISFFIT053 Plan group exercise sessions

BSBOPS304 Deliver and monitor a service to customers

HLTWHS001 Participate in workplace health and safety

SISFFIT036 Instruct group exercise sessions

BSBPEF301 Organise personal work priorities

ELECTIVES

SISXFAC002

Maintain sport, fitness and recreation facilities

SISXDIS001 Facilitate inclusion for people with a disability

SISXFAC001 Maintain equipment for activities

SISXIND001 Work effectively in sport, fitness and recreation environments

*First Aid will be completed in Year 10 by an external provider.

POSSIBLE

EMPLOYMENT

The course provides a pathway to work as a sports coach or gym floor supervisor

PATHWAYS

+ Certificate IV in Fitness

+ Diploma of Fitness,

+ Bachelor of Exercise and Sport Science

+ Bachelor of Human Movement